Interpreting students’ ideas on the availability of energy and matter in food webs

Wennersten, Lena; Wanselin, Hanna; Wikman, Susanne; Lindahl, Mattias

doi:10.1080/00219266.2020.1858935

Cited by 15 publications

(6 citation statements)

References 40 publications

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“…Earlier research has emphasised that complex scientific phenomena, like food webs, are challenging for students to make meaning of (e.g., Preston, 2018). In our study, a lack of clarity in the student text indicates potential challenges concerning the subject content and confirms previous research that has highlighted the challenges that students' face when energy pathways are considered in combination with the cycle of matter (Wennersten et al, 2020). The students' use of arrows is at times inconsistent, which could indicate uncertainty regarding how to link the images in their drawing and/or the conventions for using arrows in this context.…”

Section: Student Textsupporting

confidence: 79%

“…Our interest in texts that illustrate complex scientific processes arises from earlier research which indicates that complex phenomena, such as food webs and ecological systems, pose challenges to students' meaning making (Preston, 2018;Tytler et al, 2017). An example of this is in the use of arrows to designate various kinds of scientific processes (Preston, 2018), such as the difference between energy and the cycling of matter (Wennersten et al, 2020). In this study, we wish to contribute to filling this research gap by presenting a framework that can be applied to both (static) structures and complex processes.…”

Section: Introductionmentioning

confidence: 99%

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Analysing Multimodal Texts in Science—a Social Semiotic Perspective

2021

Self Cite

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Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to interpret and use different semiotic resources. There have been calls for extensive frameworks that enable analysis of multimodal texts in science education. In this study, we combine analytical tools deriving from social semiotics, including systemic functional linguistics (SFL), where the ideational, interpersonal, and textual metafunctions are central. In regard to other modes than writing—and to analyse how textual resources are combined—we build on aspects highlighted in research on multimodality. The aim of this study is to uncover how such a framework can provide researchers and teachers with insights into the ways in which various aspects of the content in multimodal texts are communicated through different semiotic resources. Furthermore, we aim to explore how different text resources interact and, finally, how the students, or authors of teaching resources, position themselves in relation to the subject. Data consist of one student text and one teaching resource text, both comprising drawn and written elements in combination with symbols. Our analyses of the student text suggest that the proposed framework can provide insights into students’ content knowledge and, hence, how construction of multimodal texts may be a useful tool for formative assessment. When it comes to teaching resources, the framework may be a useful tool for teachers when choosing resources, particularly in relation to students’ possibilities of meaning making when engaging with such texts, but also, as a basis for classroom discussions.

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Section: Student Textsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Analysing Multimodal Texts in Science—a Social Semiotic Perspective

2021

Self Cite

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“…Population ecology shares the issue of multiple strongly held alternative conceptions while also being a concept whose mastery is important towards supporting student learning of evolution as well as genetics (e.g., Bulter et al, 2015; Wennersten et al, 2020). For many students it can be even more difficult due to the number of concepts that require mathematical reasoning skills such as the idea that populations can increase exponentially but can be limited by resource availability and that characteristics of populations are described by their frequency of occurrence (e.g., Angra & Gardner, 2017; Speth, et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non‐English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling‐based evolution and population ecology pedagogical units in a sheltered biology high school class for ELs. A sheltered EL class is one where only ELs are enrolled and they learn both language and science concurrently. This article specifies the at the scaffolding used to adjust the pedagogy for this unique set of students. The effectiveness of this method was assessed using a convergent mixed method case study design. Data was collected using assessments in content, scientific reasoning and attitudes towards science (i.e., self‐efficacy, fascination, and valuation of science) as well as teacher interviews, and classroom observations. The cases were an EL modeling‐based sheltered biology class, and two non‐EL inquiry‐based biology classes, all at the upper secondary level. The EL modeling cohort achieved posttest comparison content scores that were not significantly different from the non‐EL cohort and significantly higher posttest scientific reasoning scores. The effect sizes in both of these cases were much larger for the EL cohort. The affective assessments demonstrated intriguing results with the EL cohort having a greater fascination with science than the non‐EL cohort but a decline in self‐efficacy. Both cohorts valued science to the same extent. This methodology holds promise in helping to decrease the science gap between ELs and non‐ELs taught with inquiry‐based pedagogies.

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“…Curriculum thus must fulfil the desires of the intended citizens and the country as envisaged (Johnston, 2020;Putri & Kalstum, 2022). In line with this requirement of curriculum orientation, and need to keep the curriculum in tandem with the social dreams like the sustainable development goals (SDGs) (Jacob-John et al, 2021;Wennersten et al, 2020). Curriculum reform has been thought to be urgent priority in Kenyan educational enterprise.…”

Section: Introductionmentioning

confidence: 99%

Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)

Wanjara,

Ogembo

2024

indonesian j. educ. res. rev.

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Educational innovation is inevitable in every society. A shift from 8:4:4 to 2:6:3:3:3 (CBC) system of education is ongoing and the new curriculum is taking a centre stage. Situational analysis is a prerequisite for an effective implementation of a new curriculum. However, gaps have been exhibited that are impediments to its effective implementation. The Purpose of this paper was to assess the impact of situational analysis on implementation of CBC. The objectives were to establish the extent: to which curriculum needs assessment were done towards CBC, to which necessary interventions have been taken to address the findings of the situational analysis and to find out the effects of curriculum needs assessment on implementation of CBC. This study reviewed relevant empirical literatures whose meta- analysis was guided by the work of Ferrer (1998). The study established that situational analysis was done towards dispensation of the CBC curriculum but some gaps remained that needed to be addressed before its roll out and continuous support where necessary. This study would necessarily illuminate on policy issues concerning curriculum theory and practice in Kenya.

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Interpreting students’ ideas on the availability of energy and matter in food webs

Cited by 15 publications

References 40 publications

Analysing Multimodal Texts in Science—a Social Semiotic Perspective

Analysing Multimodal Texts in Science—a Social Semiotic Perspective

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Impact of Situational Analysis on Implementation of Educational Innovations in Kenya: The Case of Competency Based Curriculum (CBC)

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