Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

Autor/inn/en	Wierdsma, Menno; Knippels, Marie-Christine; van Oers, Bert; Boersma, Kerst
Titel	Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy
Quelle	In: Journal of Biological Education, 50 (2016) 3, S.239-250 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2015.1058842
Schlagwörter	Science Instruction; Biology; Teaching Methods; Cytology; Scientific Concepts; Secondary School Students; Foreign Countries; Exercise Physiology; Audio Equipment; Scientific Research; Learning Strategies; Vignettes; Netherlands + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Zytologie; Sekundarschüler; Ausland; Sportphysiologie; Audio-CD; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Niederlande
Abstract	Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy in two classes in upper secondary biology education showed that the strategy was largely practicable. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01