Students' understanding of concepts related to plant growth

Levins, Lesley; Pegg, John

doi:10.1007/bf02357057

Cited by 8 publications

(2 citation statements)

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“…Recent studies in mathematics, science, and statistical reasoning have identified the existence of two U-M-R cycles operating within the concrete-symbolic mode (Callingham, 1994;Campbell, Watson, & Collis, 1992;Levins & Pegg, 1993;Pegg, 1992;Pegg & Davey, 1998;Watson, Collis, & Campbell, 1995;. More specifically, these researchers have identified two cycles when students engage in reasoning about fractions, volume measurement, and higher order statistical thinking.…”

Section: An Influential General Model Of Cognitive Developmentmentioning

confidence: 99%

The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Ben‐Zvi¹,

Garfield²

2004

222

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Section: An Influential General Model Of Cognitive Developmentmentioning

confidence: 99%

The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Ben‐Zvi¹,

Garfield²

2004

222

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“…Accordingly, the literature includes many findings on the fact that participants have a number of misconceptions. The students were found to insufficiently understand the link between plants and underground waters (Ben-Zvi Assaraf et al, 2012), not to understand the fact that water is absorbed by roots and to think that water is taken in through leaves (Levins & Pegg, 1993).…”

Section: Discussionmentioning

confidence: 99%

Water: Turkish Prospective Biology Teachers' Conceptual Structures and Semantic Attitudes towards Water

Kurt¹

2018

HES

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This study was prepared to investigate prospective biology teachers' cognitive structures related to "water". As the research design of the study, the case study was applied. The data were collected from 44 prospective biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the prospective biology teachers. With the help of these categories, the cognitive structures of prospective biology teachers were explained. These categories were determined as “the place and importance of water in life, the definition and chemical properties of water and water and metabolism”. It was determined that prospective biology teachers' semantic attitudes towards water were at a positive level in terms of mean scores of all adjectives considered; However based on each and every adjective, they mostly perceive water as compulsory, valuable and necessary. Moreover, the data collected through three data collection instruments indicated that prospective biology teachers had misconceptions about water considering the categories determined.

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