Systems modelling and the development of coherent understanding of cell biology

This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper-secondary education, introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free-living cells, a general 2-D model of cells, a 3-D model of plant cells and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model. The strategy was thought out, elaborated and tested in classrooms in several research cycles. Throughout the field-tests, research data were collected by means of classroom observations, interviews, audio-taped discussions, completed worksheets, written tests and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes, i.e. acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity

Вклад региональных и глобальных факторов в межгодовую изменчивость гидрометеорологических условий прибрежной зоны Черного моря

Выполнен факторный анализ рядов среднегодовых и среднепятилетних значений метеорологических и гидрологических параметров по данным измерений на береговых гидрометстанциях. Получены количественные оценки вклада глобальных и региональных факторов в межгодовую и декадную изменчивость показателей гидрометеорологического режима черноморской прибрежной зоны Украины.Виконано факторний аналіз рядів середньорічних і середньоп’ятирічних значень метеорологічних і гідрологічних величин за даними вимірювань на берегових гідрометстанціях. Отримані кількісні оцінки внеску глобальних і регіональних факторів у міжрічну та декадну мінливість показників гідрометеорологічного режиму чорноморської прибережної смуги України.Factor analysis of the time-series of annual and five-year averaged meteorological and hydrological values measured on shore hydrometeorological stations was performed. Quantitative estimations were obtained for the global and regional factors input to the interannual and decadal variability of the Ukrainian Black Sea coastal zone hydrometeorological regimen indices

Description of certain Lower Devonian platform conodonts of the Spanish Central Pyrenees

Certain Lower Devonian platform conodonts are described from the Central Spanish Pyrenees. Of the Polygnathus foveolatus group, defined here, P. foveolatus Philip & Jackson, P. lenzi Klapper, P. pireneae n. sp., P. cf. P. foveolatus Philip & Jackson and P. cf. P. lenzi Klapper are described. P. pireneae n. sp. is recorded from the Gedinnian. Furthermore, Spathognathodus carlsi n. sp. and a platform conodont not previously recorded are described

Developing the ability to recontextualise cellular respiration: an explorative study in recontextualising biological concepts

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used. Since many concepts are used in a variety of contexts, students need to be able to recontextualise and transfer their understanding of a concept from one context to another. This study aims to develop a learning and teaching strategy for recontextualising cellular respiration. This article focuses on students’ ability to recontextualise cellular respiration. The strategy allowed students to develop their understanding of cellular respiration by exploring its use and meaning in different contexts. A pre- and post-test design was used to test students’ understanding of cellular respiration. The results indicate that while students did develop an acceptable understanding of cellular respiration, they still had difficulty with recontextualising the concept to other contexts. Possible explanations for this ack of understanding are students’ familiarity with the biological object of focus in a context, the manner in which this object is used in a context and students’ understanding of specific elements of cellular respiration during the lessons. Although students did develop an adequate understanding of the concept, they do need more opportunities to practice recontextualising the concept in different contexts. Further research should focus on improving the strategy presented here and developing strategies for other core concepts in science

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy in two classes in upper secondary biology education showed that the strategy was largely practicable

Embedding E-mail in primary schools: developing a tool for collective reflection

Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and personal understanding of a learning task and domain. In the research presented here, e-mail is examined as a means for reflection in the context of group learning. In two design experiments, an e-mail tool is developed that seeks to (1) support collective reflection, and (2) overcome practical problems related to e-mail use in primary classrooms. Two prototypes of the tool are presented and tested in five primary classrooms. We conclude that e-mail supports collective reflection on a learning task after adding the following supportive measures to the regular e-mail program: (1) a fixed partnership, (2) fixed timing, (3) an exercise of individual freewriting, and (4) collective use of a paper worksheet