Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration

Krall, Rebecca McNall; Lott, Kimberly H.; Wymer, Carol L.

doi:10.1007/s10972-008-9117-4

Cited by 39 publications

(15 citation statements)

References 30 publications

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“…There are several studies [36,37,42,60] which point out that many student teachers (such as those in this study) do not understand the key concepts of ecology. One of the most important key concepts is biodiversity.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, the level of people's knowledge of species has decreased significantly during the past 20 years [28,29,[38][39][40][41]. At the same time, also their knowledge of ecological key concepts and understanding of ecological processes have decreased [37,[42][43][44] to such an extent that the phenomenon has been referred as ecological illiteracy [36,45,46].…”

Section: Species Identification and Ecological Literacy For Understanmentioning

confidence: 99%

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Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development

et al. 2017

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Sustainability is a complex concept including ecological, economic and social dimensions, which in turn involve several aspects that are interrelated in a complex way, such as cultural, health and political aspects. Systems thinking, which focuses on a system's interrelated parts, could therefore help people understand the complexity of sustainability. The aim of this study is to analyse student teachers' level of systems thinking regarding sustainability, especially the ecological dimension, and how they explain the relationship between species identification, biodiversity and sustainability. Nordic student teachers (N = 424) participated in a questionnaire and their open answers were content-analysed and categorised. The results indicate the student teachers' low level of systems thinking regarding ecological sustainability. About a quarter of them (25.4%) had a basic level including interconnections (13.7%), additional feedback (8.9%) and also behavioural aspects (2.8%), but none of them reached an intermediate or advanced level. The low level of systems thinking could be explained by two main factors: (1) Systems thinking has not been used as an educational method of developing understanding of sustainability in teacher education programmes; and (2) systems thinking is also a result of life experiences; the older ones showing more systems thinking than the younger ones. Therefore, elementary forms of systems thinking should be an educational method already in primary education.

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Section: Discussionmentioning

confidence: 99%

Section: Species Identification and Ecological Literacy For Understanmentioning

confidence: 99%

Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development

et al. 2017

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“…Samma gäller även förståelse av ekologiska begrepp och processer samt deras inbördes förhållanden (Cutter-Mackenzie & Smith, 2003;Puk & Stibbards, 2012;Sander, Jelemenská & Kattman, 2006;Zak & Munson, 2008). Speciellt fotosyntesen upplevs av blivande lärare svår att förstå och ännu svårare att undervisa om (Brown & Schwartz, 2009;Carlsson, 2002;Krall, Lott & Wymer, 2009;Näs, 2010;Palmberg & Svens, 2011;Södervik, Mikkilä-Erdmann & Vilppu, 2014). Det har nämligen visat sig att samma slags brister och missuppfattningar om fotosyntes hos blivande lärare även finns hos elever (Andersson m.fl., 2005;Lin & Hu, 2003;Marmaroti & Galanopoulou, 2006;Näs, 2010).…”

Section: Inledningunclassified

Blivande lärares uppfattningar och förståelse av baskunskap i ekologi i Danmark, Finland och Sverige

Palmberg

Jonsson

Jeronen³

et al. 2016

NorDiNa

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Students' and student teachers' decreasing interest in and knowledge of science are, according to many national and international assessments, alarming trends in the Nordic countries. This quantitative and qualitative study of student teachers' knowledge of core concepts and processes in ecology confirms the low level of student teachers' understanding of these issues, although a majority consider these issues to be basic knowledge for their teacher competencies. Many of the student teachers did not know what biosphere or succession is. They also had difficulties in explaining what a seed contains and what its role is in the plant's lifecycle. Several student teachers also had difficulties to explain why photosynthesis is important and how it works. The increasing ecological and environmental illiteracy is discussed as one of the implications for teacher education.

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“…Photosynthesis has been emphasized as one of the most important areas of biology education, and has been identified as an area with a number of prevalent misconceptions among learners (Canal, 1999;Griffard & Wandersee, 2001;Krall et al, 2009). The concept of photosynthesis is a field wherein misconceptions can easily manifest from invisible phenomena (Wood-Robinson, 1991).…”

Section: Introductionmentioning

confidence: 99%

Multidimensional Scaling Analysis of the Proximity of Photosynthesis Concepts In Korean Students

Kim¹,

Jeong²,

Lim³

2013

Journal of The Korean Association For Research In Science Educa

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Multidimensional scaling can be used to identify relationships among concepts, revealing the structure of the cognitive framework by measuring distances within perceptual maps. The current study sought to examine the relationships among concepts related to photosynthesis in 2,844 3 rd -11 th grade science students. The questionnaire included items on 'location,' 'products,' 'reactants,' and 'environmental factors', presenting images related to each theme. Students provided responses corresponding to particular topics, and reported the extent to which the concept was related to the topic on a scale from 1 to 30. The survey results were as follows: first, students were not able to clearly distinguish between or understand the four main topics. Second, students organized their cognitive structures by closely associating related concepts after learning. Third, the presented concepts revealed a mixture of scientific and non-scientific concepts, suggesting that students needed to clearly distinguish the preconceptions through which they organized concepts, so that they are suitable for cognitive structures based on learning. Furthermore, nonscientific concepts within perceptions were consistently maintained throughout learning, affecting the proximity of scientific concepts.

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Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration

Cited by 39 publications

References 30 publications

Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development

Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development

Blivande lärares uppfattningar och förståelse av baskunskap i ekologi i Danmark, Finland och Sverige

Multidimensional Scaling Analysis of the Proximity of Photosynthesis Concepts In Korean Students

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