Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Knippels, Marie‐Christine P. J.; Waarlo, Arend Jan

doi:10.3390/educsci8030129

Cited by 47 publications

(55 citation statements)

References 39 publications

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“…Only three of the articles analysed in this review mention such challenges. [51] reviewed cases of the Yo-Yo teaching and learning strategy (Yo-Yo-thinking). In their study, they reviewed the articles regarding difficulties concerning the implementation of YoYo-thinking.…”

Section: Research Question 4: How Do the Authors Describe The Challenmentioning

confidence: 99%

“…In their study, they reviewed the articles regarding difficulties concerning the implementation of YoYo-thinking. Knippels and Waarlo [51] found few descriptions of challenges. Only one of the articles Knippels and Waarlo [51] reviewed offers insights into challenges: Van Mil et al [14] reported that their teaching approach was difficult for teachers.…”

Section: Research Question 4: How Do the Authors Describe The Challenmentioning

confidence: 99%

“…However, what is challenging for students? Knippels and Waarlo [51] suggest that students might confuse concepts of systems-theory and empirical part-whole entities. Accordingly, Assaraf, Dodick and Tripto [27] point out that students focus on system components rather than their interactions.…”

Section: Knippels and Waarlomentioning

confidence: 99%

“…One challenge we were able to identify was pointed out by Assaraf, Dodick and Tripto [27]: students focus on system components rather than their interactions. Knippels and Waarlo [51] added that students might confuse concepts of systems-theory and empirical part-whole entities. RQ 5: Levels can structure scientific problems and guide investigations.…”

Section: Rqmentioning

confidence: 99%

“…Knippels and Waarlo [51] stated that students might confuse concepts of systems-theory and empirical part-whole entities and, therefore, have difficulties understanding emergent properties. Understanding a system as just a sum of its parts undercuts the importance of the interactions.…”

Section: Meeting the Challenges And Benefitsmentioning

confidence: 99%

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Organising Levels of Organisation for Biology Education: A Systematic Review of Literature

Schneeweiß

Gropengießer

2019

Education Sciences

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Many authors suggest an explicit reflection on the levels of organisation, based on known difficulties related to understanding biological systems. Yet, there is no scientific consensus on the characteristics of biological levels and the quality of their relationships. This review intends to present the state of the current discussion in order to establish an educational argumentation as a basis for the development of learning environments and teaching experiments in biology education. For this purpose, we conducted a systematic literature review. Three databases (BIOSIS, ERIC, Fachportal-Pädagogik) were searched for literature on levels of organisation. The papers were analysed by means of a qualitative content analysis based on the following research questions: (1) Which levels of organisation do the authors name? (2) How do the authors describe the levels of organisation? (3) How do the authors describe the relationship between different levels of organisation? (4) How do the authors describe the challenges of these levels for biological education? (5) How do the authors describe the benefit of these levels for biological education? Based on the results, we propose a system of levels that features the concept of zooming-in and makes the relationships between the levels explicit.

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Section: Research Question 4: How Do the Authors Describe The Challenmentioning

confidence: 99%

Section: Research Question 4: How Do the Authors Describe The Challenmentioning

confidence: 99%

Section: Knippels and Waarlomentioning

confidence: 99%

Section: Rqmentioning

confidence: 99%

Section: Meeting the Challenges And Benefitsmentioning

confidence: 99%

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Organising Levels of Organisation for Biology Education: A Systematic Review of Literature

Schneeweiß

Gropengießer

2019

Education Sciences

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Cross‐sectional study of students' molecular explanations of inheritance patterns

Castro‐Faix

Duncan

2021

Science Education

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Genetics is a core topic in the biology curriculum of many countries. Learning genetics is difficult for multiple reasons, including the need to reason about complex mechanisms—and to link mechanisms—that occur at different time and space scales. Previous research in genetics education explores students' understandings of inheritance patterns or their understandings of molecular genetics; only a handful of studies examined how students understand the connection between molecular mechanisms and inheritance patterns. Moreover, we know little about how such understandings develop over the secondary and undergraduate levels. To address this gap, we conducted a cross‐sectional interview study with middle school, high school, undergraduate, and graduate students after they had experienced “status‐quo” instruction in genetics. We analyzed student responses using a cognitive model of molecular genetics that describes two key domain‐specific knowledge resources: heuristics and explanatory schemas. Our findings extended this model to account for reasoning about inheritance patterns as well as identifying the knowledge resources used by students with different levels of education. This allowed us to present a snapshot of a progression describing the gradual use of these heuristics and schemas across different grades. We discuss the implications of the tentative progression for instruction aimed at supporting reasoning across time and space scales in genetics.

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Explanatory black boxes and mechanistic reasoning

Haskel‐Ittah

2022

J Res Sci Teach

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Many studies have characterized students' difficulties in understanding and reasoning about scientific mechanisms. Some of those studies have drawn implications on teaching mechanisms and how to guide students while reasoning mechanistically. In this theoretical article, I claim that one component that has not garnered much attention in the science education literature, unlike other components of mechanistic explanations, is the black box construct, that is, missing mechanistic parts within mechanistic explanations (explanatory black box). By reviewing the literature on mechanisms and mechanistic explanations in the philosophy of science and cognitive psychology, I argue that explanatory black boxes are an inherent part of mechanistic explanations and that their recognition is essential for learning mechanisms, scientific literacy, and understanding the nature of science. Examples from biology education are provided as a case of a complex multileveled scientific field. In the absence of a pedagogical approach for teaching explanatory black boxes, I turn to studies and frameworks from computer science education that may guide educators on how to begin discussing this construct in the science classroom.

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Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Cited by 47 publications

References 39 publications

Organising Levels of Organisation for Biology Education: A Systematic Review of Literature

Organising Levels of Organisation for Biology Education: A Systematic Review of Literature

Cross‐sectional study of students' molecular explanations of inheritance patterns

Explanatory black boxes and mechanistic reasoning

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