Students’ conceptual patterns of human nutrition

Núñez, Francisco; Banet, Enrique

doi:10.1080/0950069970190502

Cited by 27 publications

(13 citation statements)

References 15 publications

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“…Students redesign their school lunch and activity choices to balance the calories consumed in their school lunch choices with the calories used up doing their activities. The literature shows that the seven science concepts addressed in this pPBSc are challenging to teach (Arnaudin & Mintzes, 1985;Barak, Gorodetsky, Chipman, & Gurion, 1997;Dreyfus & Jungwirth, 1989;Driver et al, 1997;Gayford, 1986;Lijnse, 1990;Mintzes, 1984;Mintzes, Trowbridge, Arnaudin, & Wandersee, 1989;Novick, 1976;Nuñez & Banet, 1997;Songer & Mintzes, 1994). As such, I, Bio should be a good test of the effectiveness of the identified design approaches in building students' meaningful understanding.…”

Section: The Performance Pbs Curriculum I Biomentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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Section: The Performance Pbs Curriculum I Biomentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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“…Indeed, numerous students' difficulties in connecting macro-and micro-levels in various biological topics have been previously reported (i.e. Knippels 2002; Nunez and Banet 1997;Songer and Mintzes 1994;Verhoeff 2003). Those studies indicated that students have difficulty relating biological phenomena at the macro-level with their cellular explanations (vertical coherence).…”

Section: Discussionmentioning

confidence: 97%

“…In addition, students' difficulties in relating biological phenomena at the macro-level with their cellular and molecular explanations were also reported (i.e. Knippels 2002;Marbach-Ad and Stavy 2000;Nunez and Banet 1997;Songer and Mintzes 1994;Verhoeff 2003). Those students' difficulties were termed vertical coherence difficulties, namely, specific difficulties in understanding the functional relationships between cellular processes and the functioning of multicellular organisms (Verhoeff 2003).…”

Section: The Theoretical Basis Underlying the Studymentioning

confidence: 93%

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Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: “The Cell is to be Studied Longitudinally”

Cohen

Yarden

2008

Res Sci Educ

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In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught "longitudinally in conjunction with other study contents". This recommendation confers a change in teaching the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the macrolevel and their cellular explanations. Here, we examine junior-high-school science and technology teachers' pedagogical content knowledge (PCK) with regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in the curriculum. Teachers in this study participated in three focus groups (n=59) and one workshop (n=12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed to capture the teachers' PCK. We found that the teachers had changed their way of teaching the cell topic only superficially: they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic, their concerns about their students' comprehension difficulties reduced the time they devoted to teaching the topic in class. The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular explanations. In addition, a duality was identified among the teachers with regards to relating macro-and micro-levels in biology and in chemistry.

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“…En este sentido, los mapas conceptuales son una buena herramienta, y su utilización en la formación universitaria está ampliamente extendida. Su capacidad para ordenar, estructurar y jerarquizar las ideas y conceptos (Caballero y Escobar, 2006;Nousiainen, 2012) que pretendemos que nuestros alumnos trabajen, dominen y reelaboren, y su capacidad para planificar y seleccionar contenidos de enseñanza (Núñez y Banet, 1997), hacen de ella una técnica poderosa, que dota al alumnado de una herramienta multifuncional al servicio de su aprendizaje (Ibáñez y Arribas, 2012). Tales características permiten considerar a los mapas conceptuales como una actividad educativa de gran importancia para la formación docente ya que su utilización en el aula supone poner en práctica un método de trabajo activo y colaborativo (González García, 2008), comparar y debatir las concepciones de distintos maestros en formación y, además, favorecen la reflexión y la metacognición (Mellado, 2008).…”

Section: Revista Complutense De Educaciónunclassified

Los mapas conceptuales como instrumento para analizar las ideas de los estudiantes de Maestro de Educación Primaria sobre qué enseñar de nutrición humana en Educación Primaria

2016

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Los mapas conceptuales son una técnica que se utiliza para obtener una representación visual de las ideas de una persona sobre un concepto o un conjunto de conceptos relacionados. Concretamente, en este trabajo, a través de una metodología cualitativa, analizamos los mapas conceptuales propuestos por 52 grupos de estudiantes de Maestro de Educación Primaria con el fin de averiguar las características de los mapas y el grado de adecuación de los contenidos que incluyen en lo que respecta a la enseñanza de la nutrición humana en el 3º ciclo de Educación Primaria. Los participantes cursaban Maestro de Educación Primaria, y la recogida de datos se realizó a través de una actividad formativa incluida en el tema ¿qué enseñar sobre Ciencias en Educación Primaria? Los resultados muestran que los mapas son una herramienta útil para trabajar en la formación docente pues permiten organizar, sintetizar y comunicar lo que saben los alumnos. Además, a través de este trabajo se observa que los estudiantes poseen destrezas aceptables a la hora de representar conceptos/ideas en un mapa conceptual, aunque el nivel de adecuación de los conceptos/ideas sobre nutrición humana y sus relaciones suele ser medio o bajo. Estos resultados constituyen una llamada de atención para la formación docente, tanto inicial como permanente, pues muestran la incapacidad de ésta para cambiar prioridades en lo que a la selección de contenidos se refiere.

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Students’ conceptual patterns of human nutrition

Cited by 27 publications

References 15 publications

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: “The Cell is to be Studied Longitudinally”

Los mapas conceptuales como instrumento para analizar las ideas de los estudiantes de Maestro de Educación Primaria sobre qué enseñar de nutrición humana en Educación Primaria

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