A Topical Trajectory on Survival: an Analysis of Link-Making in a Sequence of Lessons on Evolution

Rocksén, Miranda; Olander, Clas

doi:10.1007/s11165-015-9509-3

Cited by 3 publications

(3 citation statements)

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“…A number of studies have mentioned (characteristics of) yo-yo thinking in studying a diverse range of biological topics mostly for lower and upper secondary education. For instance, the human body [21,22], cell division (e.g., [23]) and specifically the topic of evolution is broadly studied (e.g., [24][25][26][27]). However, many articles interpret learning difficulties students encounter in understanding these biological topics among other things in terms of confusion of levels, and do not build intrinsically on yo-yo thinking in the empirical section.…”

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confidence: 99%

“…However, many articles interpret learning difficulties students encounter in understanding these biological topics among other things in terms of confusion of levels, and do not build intrinsically on yo-yo thinking in the empirical section. Rocksen and Olander [26] also refer to the levels of biological organization, but the focus of their study is on the textual and verbal 'link-making' process in the classroom. Two doctoral theses use the core idea of yo-yo thinking in the context of systems thinking in cell biology [6] and ecology [28], but these studies are about modelling in particular.…”

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confidence: 99%

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Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Knippels

Waarlo

2018

Education Sciences

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Heredity is a biological phenomenon that manifests itself on different levels of biological organization. The yo-yo learning and teaching strategy, which draws on the hierarchy of life, has been developed to tackle the macro-micro problem and to foster coherent understanding of genetic phenomena. Its wider applicability was suggested and since then yo-yo learning seems to be noticed in the biology education research community. The aim of this paper is to reappraise yo-yo thinking in biology education research based on its uptake and any well-considered adaptations by other researchers in the past fifteen years. Based on a literature search we identified research that explicitly and substantially build on the characteristics of yo-yo thinking. Seven questions guided the analysis of chosen cases focussing on how key concepts are matched to levels of biological organization, interrelated, and embedded in a pattern of explanatory reasoning. The analysis revealed that yo-yo thinking as a heuristic of systems thinking has been an inspiring idea to promote coherent conceptual understanding of various biological phenomena. Although, selective use has been made of the yo-yo strategy, the strategy was also further elaborated to include the molecular level. Its functioning as a meta-cognitive tool requires more specification, and teachers’ perceptions and experiences regarding yo-yo thinking should be addressed in future studies.

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confidence: 99%

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confidence: 99%

Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Knippels

Waarlo

2018

Education Sciences

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“…I litteraturen har paedagogiske koblingsdannelser vaeret brugt som analyseramme for undersøgelser af, hvordan der skabes sammenhaeng i klasserumsundervisning (Rocksén & Olander 2016). Her Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb [96] 18(1), 2022 kan koblingsdannelser på samme måde som andre mundtlige kommunikationsformer vaere en måde, hvorpå man både kan fremme elevers individuelle og deres faelles konstruktion af forståelse.…”

Section: Muligheder Med Paedagogiske Koblingsdannelserunclassified

Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb

Levinsen

Lindsay

2022

NorDiNa

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This paper describes how a school-industry partnership can define and frame problem-based science teaching developed for lower secondary school. Among the identified positive outcomes was that students engaged in working with the authentic problems. Further, the student’s possibilities for building relations with the employees during the course was of central importance e.g. when they received feedback. Challenges reflected that the teachers and students were uncomfortable with the innovative problem-based teaching method and had a curricular-dominated view on science education. This was expressed in their concerns about what they see as indistinct connections between work phases and a lack of scientific content. It is proposed to use pedagogical link-making as a tool to create spatiotemporal coherence for the students and make connection between scientific concepts based on examples from the study. Link-making may be particularly relevant when the complexity of teaching increases as in school-industry partnerships.

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Using Drama to Promote Argumentation in Science Education

Archila

2017

Sci & Educ

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A Topical Trajectory on Survival: an Analysis of Link-Making in a Sequence of Lessons on Evolution

Cited by 3 publications

References 48 publications

Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb

Using Drama to Promote Argumentation in Science Education

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