The pupil and the living cell: a taxonomy of dysfunctional ideas about an abstract idea

Dreyfus, Amos; Jungwirth, E.

doi:10.1080/00219266.1989.9655024

Cited by 47 publications

(30 citation statements)

References 14 publications

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“…Students redesign their school lunch and activity choices to balance the calories consumed in their school lunch choices with the calories used up doing their activities. The literature shows that the seven science concepts addressed in this pPBSc are challenging to teach (Arnaudin & Mintzes, 1985;Barak, Gorodetsky, Chipman, & Gurion, 1997;Dreyfus & Jungwirth, 1989;Driver et al, 1997;Gayford, 1986;Lijnse, 1990;Mintzes, 1984;Mintzes, Trowbridge, Arnaudin, & Wandersee, 1989;Novick, 1976;Nuñez & Banet, 1997;Songer & Mintzes, 1994). As such, I, Bio should be a good test of the effectiveness of the identified design approaches in building students' meaningful understanding.…”

Section: The Performance Pbs Curriculum I Biomentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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Section: The Performance Pbs Curriculum I Biomentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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“…Öğrencilerin hücre konusuyla ilgili kavramsal anlamalarını ortaya çıkarmak üzere yapılmış çalışmaların özellikle lise düzeyinde olduğu görülmektedir (Cavas ve Kesercioglu, 2010;Cle´ment, 2007;Flores, Tovar ve Gallegos, 2003;Yörek, 2007). Bu öğretim düzeyindeki problemli kavramalardan bazıları şöyledir: 'hücre neyi alıp neyi atacağını bilir' (Dreyfus ve Jungwirth, 1988, 1989, soluk alıp verme gibi hayvansal süreçlerin doğrudan hücreye atfedilmesi (Garci´a Zaforas, 1991'den akt. Flores, Tovar ve Gallegos, 2003), 'hücre çoğalması, bölünmeden sonra da var olan eski bir hücre tarafından yeni bir hücre oluşturulması demektir' (Smith, 1991).…”

Section: Introductionunclassified

A Qualitative Study Concerning the 6th Grade Students’ Conceptual Structures about the Cell Concept

Kırık¹,

Kaya²

2014

IOJES

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This study aims to investigate 6th grade students' conceptual structures about the cell concept in science education. For this purpose, drawing method, open-ended questions and word association test were applied to 65 middle school students. Descriptive analysis and content analysis were used to analyze the data. It was found that there were a wide range of alternative conceptions in students' drawings and definitions of the cell. They mostly designated the nucleus, cell membrane and the mitochondria as the most important parts or organelles. The participants association of the cell concept with daily life was mostly categorized as 'awareness generated by knowledge', 'health' and 'finding it necessary for the future'. Also, the data collected through the word association test was categorized under 5 categories and 'defining the cell', 'parts and the organelles of the cell' and 'giving examples to the cell' were the mostly persisting ones. We conclude that the 6th grade students who met for the first time with the cell concept at school had insufficient conceptions about that concept.

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“…Interrelating the different concepts at the organism and organ level was difficult, in contrast to the cellular level where students were inclined to go deeper into the nature of the relations between the organelles. Therefore, in this case the difficulties described in the literature (see Douvdevany , 1997;Dreyfus & Jungwirth, 1988, 1989 concerning the lack of horizontal coherence in students' understanding of cells were solved to a considerable degree.…”

Section: M4: Modelling Representations At the Organism Organ And Celmentioning

confidence: 99%

“…and not sufficiently integrated with concepts at the cellular and organism level. The latter explains why many students fail to acquire a coherent conceptual understanding of the cell as a basic unit of the organism (Dreyfus & Jungwirth, 1988;1989;Flores, Tovar & Gallegos, 2003). In addition, conceptual problems associated with a lack of interrelating the levels of biological organization arise when studying other biological topics as well (Núñez & Banet, 1997;Songer & Mintzes, 1994).…”

mentioning

confidence: 99%

Systems Modelling and the Development of Coherent Understanding of Cell Biology

Verhoeff

Waarlo

Boersma

2008

International Journal of Science Education

120

123

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The pupil and the living cell: a taxonomy of dysfunctional ideas about an abstract idea

Cited by 47 publications

References 14 publications

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

A Qualitative Study Concerning the 6th Grade Students’ Conceptual Structures about the Cell Concept

Systems Modelling and the Development of Coherent Understanding of Cell Biology

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