Challenges in Understanding Photosynthesis in a University Introductory Biosciences Class

Södervik, Ilona; Virtanen, Viivi; Mikkilä-Erdmann, Mirjamaija

doi:10.1007/s10763-014-9571-8

Cited by 24 publications

(17 citation statements)

References 32 publications

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“…With the previously reported prevalence of student misconceptions surrounding the topic [36,37], our results could provide instructors confidence in the incorporating VCell animations into their photosynthesis lecture. In addition, this study presents new findings in the oft debated contributions of static and dynamic ERs in the realm of introductory biology education.…”

Section: Discussionsupporting

confidence: 54%

“…The purpose of this study is to compare these two forms of educational ERs in an introductory biology (Biol101) course at a large public university in the Southeast. Our study is centered around a classroom lecture on the topic of photosynthesis, as research has shown a prevalence of misconceptions on the topic . The decision to use the classroom lecture as the setting of our research stems from the role of lecture as the primary conceptual introduction to new topics in introductory biology at the institution where our study was conducted.…”

Section: Introductionmentioning

confidence: 99%

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Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Goff

Reindl

Johnson

et al. 2016

Biochem Molecular Bio Educ

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The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017.

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Goff

Reindl

Johnson

et al. 2016

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

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“…In fact, research concerning the role of conceptual change type of learning has almost been neglected in higher education until lately (see, however, Flaig et al [35]). Previous studies in the context of medicine showed that students who had misconceptions related to basic content had less success in clinical reasoning tasks in later study years [36]. Thus, there is an urgent need to understand conceptual change challenges at the higher education level more profoundly, considering that misconceptions in the early phase of studies may have serious repercussions in the later study phases and in work life.…”

Section: High-level Chemistry Learning Requires Conceptual Changementioning

confidence: 99%

Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example

et al. 2021

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Understanding chemical models can be challenging for many university students studying chemistry. This study analysed students’ understanding of molecular structures using the Lewis structure as a model, and examined what hinders their understanding. We conducted pre- and post-tests to analyse students’ conceptions and changes in them. The measures contained multiple-choice questions and drawing tasks testing their understanding of concepts, such as polarity, geometry, charge or formal charge and expanded octet. The pre-test revealed a lack of knowledge and several misconceptions in students’ prior knowledge. For example, the concept of polarity was well-known, but the combination of polarity and geometry appeared to be difficult. For some students, the representation of molecules was intuitive and lacking a systematic approach. Certain students used mnemonics and draw ball-and-stick models connected to surficial representations. After the chemistry courses, the conceptions and drawings had generally changed, and the level of the students’ knowledge increased markedly. Although, fewer ball-and-stick models were drawn in the post-test, some students still used them. The main result was that students who drew ball-and-stick models in the pre-test were less capable of drawing the correct Lewis structures with electrons in the post-test. In addition, heuristics seem to hinder learning and some concepts, such as resonance, remained difficult. This is probably due to the fact that understanding molecular structures requires systemic understanding, where several matters must be understood at the same time. Our study highlights that the understanding of molecular structures requires conceptual change related to several sub-concepts.

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“…This is due to the fact that the energy conversion is perceived as energy production in the definition of "conversion of light energy to chemical energy" for photosynthesis. In parallel with this misleading expression, 24% of the preservice teachers fall into misconceptions about the net energy production as a result of photosynthesis and suggest that energy releases as a result of photosynthesis (Barker and Carr, 1989;Gunes, et al, 2012;Sodervik, et al, 2015;Tekkaya and Balci, 2003;Urey, et al 2016;YenilmezandTekkaya 2006 That preservice teachers participating in the research write "heat" concept at the end of the photosynthesis reaction supports this result.…”

Section: Discussionmentioning

confidence: 97%

Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers

Ürey¹

2018

EUROPEAN J ED RES

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The aim of the research is to determine the perceptions of the preservice science teachers about the photosynthesis and to reveal the relation between these perceptions and the misconceptions of the existing concepts. In the research, field scanning method was used as a descriptive research method. The sample of the research is composed of 355 preservice science teachers trained in different universities. For the selection of the sample, purposeful sample selection was used and attention was paid to the fact that the preservice science teachers had taken the General Biology-I and General Biology-II courses at the undergraduate level in the determination of the class level to be included in the study. The "Photosynthesis Concept Achievement Test" (PCAT) developed by the researcher and composed of 4 questions was used as a data collection tool. Quantitative data obtained from the study were analyzed using SPSS.20 package program while content analysis was performed in the analysis of qualitative data. As a result of the research, it was determined that the preservice science teachers' perceptions of photosynthesis were in the direction of chemical and biological approaches and that the teacher candidates preferred the chemical approach rather than the biological approach. However, preservice science teachers who prefer the chemical approach have reached the conclusion that they are in much more misconception than the biologically approaching teacher candidates.

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Challenges in Understanding Photosynthesis in a University Introductory Biosciences Class

Cited by 24 publications

References 32 publications

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example

Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers

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