Representation of the cell and its processes in high school students: An integrated view

Flores, Fernando; Tovar, Ma Eugenia; Gallegos, Leticia

doi:10.1080/09500690210126793

Cited by 85 publications

(83 citation statements)

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“…Some students face challenges in relating cells to organ systems in multicellular organisms (Flores, 2003). Some students are unclear as to how molecules are distributed after digestion to other parts of the organism Rowlands, M, 2004;Berthelson, 1999).…”

Section: How Are Organisms Connected To Their Environment?mentioning

confidence: 99%

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

Rogat¹

2011

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The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE),with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council's (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address students' understanding of the structure, properties, and transformations of matter in the physical sciences and of the flow of matter and energy in ecosystems in the life sciences. These two core goals were chosen because a good bit of research has been done on children's learning in these areas, some of it carried out by members of our working groups. These hypothetical learning progressions are intended to inform those who are working on the new national science standards, to serve as tools for those charged with developing curriculum and assessments to implement the new standards, and to encourage others to undertake the theoretical and empirical work needed to fill important gaps in our knowledge about learning progressions. Disciplines Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Science and Mathematics Education CommentsView on the CPRE website. The research presented in this report was funded by a National Science Foundation (NSF) grant (DRL-1051144) to the Consortium for Policy Research in Education (CPRE). Opinions expressed in this report are those of the authors and do not necessarily reflect the views of the NSF, CPRE, or its institutional members. 1 PrefaceThe hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE), with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council's (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address students' understanding of the structure, properties, and transformations of matter in the physical sciences and of the flow of matter and energy in ecosystems in the life sciences. These two core goals were chosen because a good bit of research has been done on children's learning in these areas, some of it carried out by members of our working groups. These hypothetical learning progressions are intended to inform those who are working on the new national science ...

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Section: How Are Organisms Connected To Their Environment?mentioning

confidence: 99%

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

Rogat¹

2011

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“…In this respect, it is important that individuals are knowledgeable and conscious in this field. Studies claim that today students have their own opinions about biological subjects (Simonneaux, 2000;Dawson and Schibeci, 2003;Flores, Tovar, and Gallegos, 2003;Sinatra et al 2003).…”

Section: Introductionmentioning

confidence: 99%

High School Science Students’ Ideas About Microorganisms and Their Place in the Curriculum

Aydın¹

2015

IJOBED

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This study aims to determine high school students' knowledge and thoughts about microorganisms and to identify the extent to which microorganisms are covered in the high school biology curricula in Turkey. The study sample consisted of 160 secondary students at a science high school in Kars, Turkey. The researcher used the descriptive survey model, applied the Microorganisms Knowledge Test (MKT) to the sample group and did a review of their biology curriculum. It was found that the students are knowledgeable about microorganisms, and that they have generally positive thoughts due to microorganisms' benefits, although microorganisms are not a significant component of their biology lessons.

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“…Existe um grande número de trabalhos envolvendo concepções prévias em diferentes áreas da biologia como a genética e a biologia celular e molecular (Flores, 2003 O conjunto dos resultados revela a falta de domínio da linguagem e da linguagem imunológica atual entre os universitários participantes desse trabalho. Segundo Moreira (2003), "aprender uma ciência é aprender uma nova linguagem" e isso inclui o uso das palavras com seus significados, que por sua vez é imprescindível na aprendizagem significativa do conteúdo.…”

Section: Imunologia Fonte: Autorunclassified

Concepções prévias de universitários sobre o sistema imunológico

Barreto¹,

Teixeira²

2013

RBECT

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ResumoA teoria da aprendizagem significativa reforça a necessidade de se estabelecer a interação, não arbitrária e não literal, entre materiais, mecanismo de aprendizagem, informação nova e os conhecimentos prévios do estudante. Assim, os objetivos do trabalho são conhecer, avaliar e discutir as concepções prévias que alunos universitários, de primeiro ano da área da ciência da vida, apresentam sobre o sistema imunológico. Esperamos, com esta pesquisa exploratória, contribuir para a reflexão crítica sobre a importância da base teórico-pedagógica empregada na construção ativa dos conceitos científicos. Os resultados revelaram que uma minoria dos participantes apresentou conceitos adequados sobre os componentes do Sistema Imunológico. Concluímos que a maioria dos participantes completou o ensino médio sem os conhecimentos básicos de Imunologia, apresentando pseudoconceitos que permitem a comunicação, mas que podem interferir na aquisição e compreensão de novos conhecimentos científicos.Palavras-chave: sistema imunológico, teoria sociocultural, livro texto, aprendizagem significativa, conceito. AbstractMeaningful learning theory stress the need to establish non arbitrary and non literal relations between materials, learning mechanism, new information and prior knowledge of the student. Thus, the goals of this paper are to know, evaluate and discuss the prior concepts that first year life science college students present on the immunological system. We expect, that this exploratory research, will contribute with a critical reflection on the importance of the theoretical basis used during teaching to promote active construction of scientific concepts. Our results revealed that a minority of students present appropriate concepts for the components of the immunological system. In conclusion we can say that the majority of the participants of this study completed high school without the basic knowledge of Immunology. They present pseudoconcepts that enable communication, but that can interfere with the acquisition of new scientific knowledge.

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Representation of the cell and its processes in high school students: An integrated view

Cited by 85 publications

References 0 publications

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

High School Science Students’ Ideas About Microorganisms and Their Place in the Curriculum

Concepções prévias de universitários sobre o sistema imunológico

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