Johann, LI;
Rusk, FKH;
Reiss, MJ;
Groß, J;
(2022)
Upper secondary students’ thinking pathways in cell membrane biology – an evidence-based development and evaluation of learning activities using the Model of Educational Reconstruction.
Journal of Biological Education
10.1080/00219266.2022.2026805.
(In press).
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Abstract
This study reports on the theoretical- and empirical-based design and evaluation of cell membrane biology learning activities within the Model of Educational Reconstruction and experiential realism. First, we designed analogy-based learning activities by considering students’ and scientists’ conceptions as described in the literature. Secondly, we carried out two video-taped teaching experiments to study students’ learning processes when interacting with the learning activities. Interpreting students’ conceptual development as thinking pathways enabled us to identify and understand the roots of their learning difficulties. Due to inherent ontological and epistemological presumptions, the students had difficulties in understanding that cell membrane structure determines their two-fold function: to separate and to connect environments in order to maintain living processes. The multiple analogies we employed helped foster conceptual development because they highlighted aspects of the concrete everyday experiences the students already had, but had not thought about. As a result of the learning activities, the students revised their conceptions regarding the terms barrier, gatekeeper and environment and connected these to a more coherent conceptual structure of cell membrane biology. Methods and outcomes of the study may contribute to a better understanding of how this important concept can be brought to science classrooms.
| Type: | Article |
|---|---|
| Title: | Upper secondary students’ thinking pathways in cell membrane biology – an evidence-based development and evaluation of learning activities using the Model of Educational Reconstruction |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00219266.2022.2026805 |
| Publisher version: | https://doi.org/10.1080/00219266.2022.2026805 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way |
| Keywords: | Model of Educational Reconstruction, experiential realism, students’ conceptions, learning processes, cell membrane biology |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10142024 |
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