The Zoom Map: Explaining Complex Biological Phenomena by Drawing Connections Between and in Levels of Organization

Schneeweiß, Niklas; Gropengießer, Harald

doi:10.1007/978-3-030-98144-0_7

Cited by 4 publications

(7 citation statements)

References 41 publications

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“…Contrary to most web resources, PhET simulations represent many of the added values . Surprisingly, 36% of the recommended resources did not provide any added value , and these characteristics based on research and literature recommendations [ 24 , 36 , 37 , 64 , 66 ] did not influence the overall rating of the resources and were not in the regression model. Teachers evidently also used resources, which according to theory did not meet the requirements for online teaching of science practicals.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the proposed model, the overall rating of the resources was influenced neither by Bloom’s taxonomy nor by the added values derived from [ 24 , 36 , 64 , 66 ]. Online teaching practice seems to be different from what theory assumes and demands if teachers still use the web resources as a part of effective online science teaching [ 12 , 13 ].…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, using different organizational levels also differentiated the activities well. Explicit linking of multiple organizational levels is highly desirable because in science typically the (sub)molecular level determines all higher levels, and understanding all levels is essential for understanding scientific phenomena [ 66 ]. This is a phenomenon that deserves more attention in research.…”

Section: Discussionmentioning

confidence: 99%

“…Providing worksheets to students is often part of science practicals [ 64 ], and ready-to-use worksheets are typically appreciated by teachers. Connecting different organizational levels is necessary to understand science and is described as an issue especially in biology [ 65 , 66 ].…”

Section: Methodsmentioning

confidence: 99%

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Identifying key features of digital resources used during online science practicals

Janštová,

Novotný,

Chlebounová

et al. 2023

PLoS ONE

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As in our everyday lives, we use digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable to identify and measure their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe the digital resources on which the online instruction of science practicals during the COVID-19 forced lockdowns was built, and their key characteristics were identified. Data were collected from science teachers in Slovakia, Czechia, Slovenia, France, and Spain. The teachers shared the web resources they used and that they would recommend, together with a description of the resources. We recorded 89 inputs representing 50 unique resources. Teachers preferred free resources, mostly for knowledge revision, and newly discovered 36% of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The resource most frequently mentioned and used in more than half of the countries was PhET (Interactive Simulations for Science and Math) which provides free simulations of scientific principles. Other characteristics mentioned in the literature (e.g., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Identifying key features of digital resources used during online science practicals

Janštová,

Novotný,

Chlebounová

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Furthermore, from methodological perspective, although concept maps were already proven to be fruitful in the context of systems thinking and they are known for their capability to foster conceptual system interrelations, It is suggested that presenting cross-level reasoning using concept maps may be challenging for PBTs. It is therefore suggested that future research should combine zooming with concept-mapping (Schneeweiß and Gropengießer, 2022). In this approach, vertical arrows indicate vertical The zoom map fosters students' causal explanations across levels of organization through the inherent demand to consider the respective levels.…”

Section: Cross-level Reasoningmentioning

confidence: 99%

Using concept maps to evaluate preservice biology teachers’ conceptualization of COVID-19 as a complex phenomenon

Bielik,

Jagemann,

Krell

et al. 2023

Front. Educ.

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IntroductionThe COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps.Methods27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’ concept maps and the relationships between them were tested, providing statistical analyses using exemplary concept maps.ResultsThe results suggest that the appearance of many concepts in a map (structural attribute) does not necessarily indicate high level of complexity, but rather the amount of simple structural relationships (complexity attribute). On the other hand, the results indicate that higher structural sophistication (e.g., high number of connections and junctions) could be associated with the complexity level of the map.DiscussionThis study provides a practical method for evaluating the complexity level of PBTs’ systems thinking, suggests a possible link between structural and complexity attributes in their concept maps, and demonstrates the need to further support PBTs in developing their systems thinking skills in the context of complex biological phenomena.

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Translating research on evolutionary transitions into the teaching of biological complexity. II. A NGSS-aligned framework for teaching the hierarchy of life

Hoskinson,

Davison,

Sanders

et al. 2024

Evo Edu Outreach

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The Zoom Map: Explaining Complex Biological Phenomena by Drawing Connections Between and in Levels of Organization

Cited by 4 publications

References 41 publications

Identifying key features of digital resources used during online science practicals

Identifying key features of digital resources used during online science practicals

Using concept maps to evaluate preservice biology teachers’ conceptualization of COVID-19 as a complex phenomenon

Translating research on evolutionary transitions into the teaching of biological complexity. II. A NGSS-aligned framework for teaching the hierarchy of life

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