Knowledge Transfer in Biology and Translation Across External Representations: Experts' Views and Challenges for Learning

Abstract

ABSTRACT. Recent curriculum reform promotes core competencies such as desired 'content knowledge' and 'communication' for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts' views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering 'horizontal' and 'vertical' transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.

Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

“…After the laboratory experiment, the obtained results show that the indigenous knowledge is scientifically proved and is now used by modern society as the product of technology. The experimental results are in accordance with the opinion of Cimer (2007); Schonborn & Bogeholz (2009). They stated that the indigenous knowledge of local communities has the scientific secret that can be verified through the application of scientific methods.…”

Bridging the educational research‐teaching practice gap

“…To develop an integrated understanding of this concept, students would need to ''move'' or translate across these different ERs, including decoding the different symbolism in each ER and linking the relationships between each ER [46]. Schö nborn and Bö geholz [30] have built on the idea of translation in a biology context by defining a horizontal translation, which deals with interpreting ERs that represent a phenomenon at the same level of biological organization, whether it be at the macro-, micro-or molecular level. Qu.…”

“…All biochemists require the skills to translate vertically ''between'' levels of biological organization and complexity [30]. For example, in the case of a biological tissue, it might be necessary to translate between ERs that represent the visible and tangible macro-level, the microscopic level, as well as the molecular level of biological organization [35].…”

“…For example, in the case of a biological tissue, it might be necessary to translate between ERs that represent the visible and tangible macro-level, the microscopic level, as well as the molecular level of biological organization [35]. The ''distance'' of vertical translation required may not always involve a complete macro-micro-molecular transition but could also comprise smaller distances between levels of complexity [30]. For example, Qu.…”

Bridging the educational research‐teaching practice gap

“…In conclusion, although biology education research has shown that knowledge transfer is often a demanding process for learners to engage in [40], it is perhaps the most essential expert facet of conceptual understanding in biochemistry and molecular biology and it should be explicitly developed and assessed in our students.…”