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

Wierdsma, Menno; Knippels, Marie‐Christine P. J.; Oers, Bert van; Boersma, Kerst

doi:10.1080/00219266.2015.1058842

Cited by 14 publications

(15 citation statements)

References 12 publications

(6 reference statements)

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“…Research has suggested that possibly central to all of these is that students often associate respiration with breathing, making it difficult to conceptualize the cellular mechanisms involved in energy transformation ( 20 ). This deeper understanding of the molecular mechanisms that comprise respiration requires students to coordinate knowledge of biological organization on multiple levels ( 21 ). Such connections are often difficult for students and could contribute to the persistence of misconceptions in STEM learning ( 22 ).…”

Section: Introductionmentioning

confidence: 99%

Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Goff

Reindl

Johnson

et al. 2018

J Microbiol Biol Educ.

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With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom. Results from four sections of introductory biology (n = 629) randomized to treatments show that students who interacted with the stand-alone online learning module had significantly higher normalized gain scores on a cellular respiration assessment than students who only attended a traditional lecture as a means of concept introduction (p < 0.001, d = 0.59). These findings suggest a superior ability to convey certain introductory cellular respiration topics in a stand-alone manner outside of the classroom than in a more traditional lecture-based classroom setting.

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Section: Introductionmentioning

confidence: 99%

Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Goff

Reindl

Johnson

et al. 2018

J Microbiol Biol Educ.

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“…The data presented in the current study allow a comparison with the strategy for recontextualising 'cellular respiration' (Wierdsma 2012;Wierdsma et al 2016). First of all, there are some resemblances.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

“…Unfortunately, the analysis of the data was delayed when an adapted design of an LT-strategy was available and tested in school practice. In the meantime, a study on recontextualising 'cellular respiration' was conducted (Wierdsma 2012;Wierdsma et al 2016). That means that, after completing the analysis of the current study, it is possible to compare both LT-strategies.…”

Section: Introductionmentioning

confidence: 99%

Recontextualising biodiversity in school practice

Weelie

Boersma

2017

Journal of Biological Education

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a Het drachtster lyceum, drachten, netherlands; b feudenthal institute for Science and Mathematics Education, utrecht university, utrecht, netherlands ABSTRACTThe finding that biodiversity is a concept with different context-specific meanings has implications for its conceptual development when students are required to apply it in a diversity of contexts. An approach that may overcome these implications is that students learn to recontextualise one meaning to another. Since no empirical studies were available when this study started, it was decided to conduct a design study to develop a learning and teaching strategy for recontextualising biodiversity. In this paper, the design of such a strategy is presented. Testing of the design in two classes in upper secondary biology education showed that it is largely practisable.

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“…Guzdial [5] argued also for the use of multiple contexts, as he stated that "the only way to achieve decontextualized knowledge is to teach beyond a single context" (p. 6). Likewise, existing research in biology education [14] indicated that using a concept in different contexts facilitates transfer.…”

Section: Recontextualizationmentioning

confidence: 99%

“…As a first step, we investigated how students recognize what algorithm to use in a certain context, what elements in a context support determining what algorithm is appropriate to use, and what similarities between contexts play a role in this process. Although research has been carried out on transfer and recontextualization [8,14], to our knowledge, no studies have been found which focus on recontextualization of algorithmic thinking. This work in progress explores students' strategies for recognizing abstract concepts in application situations to be able to apply an algorithm in a given situation.…”

Section: Introductionmentioning

confidence: 99%

Analyzing students' recontextualization strategies for algorithmic concepts

Nijenhuis-Voogt

Bayram-Jacobs

Meijer

et al. 2019

Proceedings of the 14th Workshop in Primary and Secondary Computing Education

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Learning to apply fundamental algorithmic concepts in a variety of contexts is a challenge in secondary computer science education. The aim of this ongoing study is to investigate what recontextualization strategies students use and specifically how students recognize what algorithmic concepts they can use in given situations. A card sorting task was developed in which students match algorithmic problems into given categories. Preliminary findings indicate that students experience difficulties with recognizing the underlying algorithms and use mainly surface features to sort the algorithmic problems.

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

Cited by 14 publications

References 12 publications

Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Recontextualising biodiversity in school practice

Analyzing students' recontextualization strategies for algorithmic concepts

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