The effect of age on students’ conceptions of agriculture

Fröhlich, Gabriele; Goldschmidt, Marlen; Bogner, Franz X.

doi:10.7896/j.1301

Cited by 8 publications

(15 citation statements)

References 36 publications

(33 reference statements)

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“…To follow this line of argumentation, detailed knowledge of conceptions is needed, even for outreach facilities which offer authenticity and novel learning environments. In other issues such as agriculture, students' conceptions help to deepen knowledge [17]. Additionally, the presentation of information plays an important role in changing conceptions [18].…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, the presentation of information plays an important role in changing conceptions [18]. A conceptual change requires the acquisition of knowledge [19], whereby pupils can change their alternative conceptions to scientifically correct ones, leading Fröhlich, Goldschmidt and Bogner [17] to suggest specific interventions or programs for students. Sellmann and Bogner [18] suggest consciously confronting students with alternative conceptions as part of interventions.…”

Section: Introductionmentioning

confidence: 99%

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Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates

Fremerey

Liefländer²,

Bogner³

2014

JWARP

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Any everyday subject may trigger individual conceptions either scientifically correct or naively shaped (misconceptions, alternative conceptions). For any educator, knowledge about a pupil's individual perception may strongly support teaching success. Within this context, we see the use of drinking water as daily behavior loaded with conceptions. We monitored the perceptions of two different samples, of high achieving 10th graders and of undergraduates in Biology. All participants responded to three closed and three open questions requesting individual statements about drinking water. All open questions were categorized via qualitative content analysis mainly revealing the perception of drinking water as a clean product, precisely controlled and drinkable with no need for worry. In general, some alternative conceptions did not seem differ in both samples over the time of about five years: For instance, many see our drinking water as purified in sewage plants. However, differences between individuals exist: For example, whether water is consumed as tap or bottled water. Here, some name water hardness as the reason to not drink tap water, because they think it is harmful (although the very same participants prefer bottled mineral water). Other conceptions seem to change over time, such as the estimation about the remaining time until our drinking water might be used up, or familiarity with the term "virtual water". Summing up, we did find a positive attitude towards national drinking water policy, although major knowledge gaps need its mentioning. The relevance of these results and strategies for public and school teaching are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates

Fremerey

Liefländer²,

Bogner³

2014

JWARP

Self Cite

View full text Add to dashboard Cite

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“…By following Fröhlich et al . , our intervention was designed to reduce the number of alternative conceptions and confusion about the three genetic concepts. We agree with Liu that a computer supported hands‐on laboratory is very effective in enhancing students' conceptual understanding.…”

Section: Discussionmentioning

confidence: 99%

“…understanding the three genetic concepts, because although we have provided the hierarchical organizational level, only two thirds of the students were able to draw the required DNA structure at T0. By following Fr€ ohlich et al [5], our intervention was designed to reduce the number of alternative conceptions and confusion about the three genetic concepts. We agree with Liu [39] that a computer supported hands-on laboratory is very effective in enhancing students' conceptual understanding.…”

Section: Analysis Sectormentioning

confidence: 99%

“…By literature research of typical alternative conceptions, and by gathering information about how to analyze them, teachers can improve their own conceptions and their teaching [8]. Alternative conceptions can be analyzed, for example, by drawings in combination with written responses, interviews, word associations, concept maps, and open as well as closed questionnaires [2,[4][5][6][16][17][18][19][20]. The "draw and write" technique may help to visualize biochemical phenomena [21] and thus may provide an especially suitable tool for research on the molecular level of genetics.…”

Section: Introductionmentioning

confidence: 99%

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Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment‐ and computer‐based outreach learning

Langheinrich

Bogner

2015

Biochem Molecular Bio Educ

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As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module. To give participants the hierarchical organizational level which they have to draw, was a specific feature of our study. We introduced two objective category systems for analyzing drawings and inscriptions. Our results indicated a long-as well as a short-term increase in the level of conceptual understanding and in the number of drawn elements and their grades concerning the DNA structure. Consequently, we regard the "draw and write" technique as a tool for a teacher to get to know students' alternative conceptions. Furthermore, our study points the modification potential of hands-on and computer-supported learning modules.

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A home gardening intervention to improve vegetable consumption among urban poor children: A study protocol for randomised controlled trial

et al. 2022

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Background: One of the key importance of vegetable consumption is to obtain sufficient micronutrients, dietary fibre, and for the prevention of childhood obesity. Most Malaysian children did not meet the recommended intake of vegetable consumption, and this is especially vulnerable among the urban poor population due to food insecurity. Efforts are needed to promote vegetable consumption that fall short of the recommended intake level. Aim: This trial aims to examine the effectiveness of the “GrowEat” project, as a nutrition intervention programme integrated with home gardening activities to improve vegetable consumption among urban poor children in Kuala Lumpur, Malaysia. Methods: This is a single-blinded parallel two-arm cluster randomised controlled trial (RCT) that include 134 children. Two zones in Kuala Lumpur will be randomly selected, and three low-cost housing flats from each zone will be selected as the intervention and control groups respectively. The trial is designed based on the social cognitive theory (SCT). Children from the intervention group ( n = 67) will attend a 12-week programme, which consists of home garden-based activities, gardening and nutrition education session. Assessment will be conducted for both groups at three time points: baseline, post-intervention and follow-up phase at 3 months after the intervention. Conclusion: We anticipate positive changes in vegetable consumption and its related factors after the implementation of the “GrowEat” project. The current intervention may also serve as a model and can be extended to other urban poor population for similar interventions in the future to improve vegetable consumption, agriculture and nutrition awareness.

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The effect of age on students’ conceptions of agriculture

Cited by 8 publications

References 36 publications

Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates

Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates

Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment‐ and computer‐based outreach learning

A home gardening intervention to improve vegetable consumption among urban poor children: A study protocol for randomised controlled trial

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The effect of age on students’ conceptions of agriculture

Cited by 8 publications

References 36 publications

Conceptions about Drinking Water of 10&lt;sup&gt;th&lt;/sup&gt; Graders and Undergraduates

Conceptions about Drinking Water of 10&lt;sup&gt;th&lt;/sup&gt; Graders and Undergraduates

Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment‐ and computer‐based outreach learning

A home gardening intervention to improve vegetable consumption among urban poor children: A study protocol for randomised controlled trial

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Product

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Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates

Conceptions about Drinking Water of 10<sup>th</sup> Graders and Undergraduates