“Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation

Abstract

Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner’s characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on “soil and sunshine”, representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile.

Cegueira botânica: é possível superá-la a partir da Educação?

“…Muitos professores, ao entenderem a melhoria do ensino apenas no âmbito da inserção e/ou melhoria de metodologias ou recursos didáticos, desconsideram as condições de ensino que podem oportunizar a "apropriação crítica e contextualizada dos conhecimentos, fundamentais à formação emancipatória dos sujeitos" (SILvA; CAvALLET; ALQUINI, 2006, p. 67). Neste sentido, Thorn et al (2016) sociedade não estará propensa a concordar que a conservação das plantas está entre as questões mais importantes da humanidade, muito menos apoia a pesquisa e a educação científica sobre plantas. Tudo isso enquanto, segundo estimativas, uma em cada oito espécies de plantas está ameaçada de extinção e a população humana (dependente da planta) continua a crescer.…”

First steps towards sustainability? University freshmen perceptions on nature versus environment

“…However, besides scientific conceptions, alternative conceptions coexist (e.g. [21]). Educational background in this study was the most important determinant for increasing scientific knowledge when 6 th graders, 10 th graders and freshmen were asked about the perception of tree assimilation and wood synthesis (N = 885).…”

Swedish 12–13-year-old students’ conceptions of the causes and processes forming eskers and erratics

“…In this sense, the term alternative conception represents an overarching term encompassing a wide range of conceptions (e.g. preconceptions and misconceptions) formed by either direct or inferred experience (Arthurs, 2011), while simultaneously conveying intellectual respect to the learners holding these ideas (Thorn et al, 2016). In this study, alternative conception includes conceptions held by students which are more or less scientifically correct, but lack important components.…”