Literaturnachweis - Detailanzeige
| Autor/in | Clifford, Paul |
|---|---|
| Titel | Teaching the Pressure-Flow Hypothesis of Phloem Transport in a Problem-Solving Session |
| Quelle | In: Journal of Biological Education, 39 (2004) 1, S.35-39 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9266 |
| Schlagwörter | Learning Strategies; Problem Solving; Discussion (Teaching Technique); Botany; Class Activities; Secondary School Science; Lesson Plans; Science Instruction; Science Activities; Scientific Concepts |
| Abstract | Problem solving is an ideal learning strategy, especially for topics that are perceived as difficult to teach. As an example, a format is described for a problem-solving session designed to help students understand the pressure-flow hypothesis of phloem transport in plants. Five key facts and their discussion can lead to the conclusion that a turgor-pressure difference along sieve tubes of the phloem drives a mass flow of sugar solution between source and sink. The given format is suitable for use in the sixth-form classroom when the mechanism of phloem transport is usually first taught to students. Additional information is provided so that school teacher scan lead a class discussion and stimulate student interest in the phloem as a long-distance transport system. (Contains 1 box.) (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 | 2017/4/10 |
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