Developing conceptions of food and nutrition

Biology Education and Research in a Changing Planet

“…Hatano and Inagaki ( 1994 ) observed that children's experiences with the biological world are varied, including not only the cultural models and beliefs supported within the community but also their habitual surroundings (e.g. Studies investigated students' understanding of various biological life processes: photosynthesis (Griffard and Wandersee 2001 ;Barker and Carr 1989 ), respiration (Sanders 1993 ;Yip 1998a ), digestive system (Ramadas and Nair 1996 ;Teixeira 2000 ), nutrition (Francis and Hill 1993 ;Nunez and Banet 1997 ), excretion and egestion (Yip 1998b ;Soyibo 1995 ), reproduction (Driver et al 1994 ;Perrone 2007 ), circulatory system (Barrass 1984 ;Wang 2004 ) and photosynthesis and respiration (Kose 2008 ;Kose and Usak 2006 ;Treagust and Haslam 1986 ;Wandersee 1983 ;Amir and Tamir 1995 revealed that the majority of students hold misconceptions and leave secondary school with a distorted view of biological objects and events. direct hands-on experience, including farming, fi shing, summer camp activities) and perhaps more remotely, their experiences in more formal learning environments and access to videos, books and visits to the zoo.…”