Connecting Photosynthesis and Cellular Respiration: Preservice Teachers' Conceptions

Autor/inn/en	Brown, Mary H.; Schwartz, Renee S.
Titel	Connecting Photosynthesis and Cellular Respiration: Preservice Teachers' Conceptions
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 7, S.791-812 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Preservice Teachers; Form Classes (Languages); Botany; Biology; Science Instruction; Cytology; Molecular Structure; Scientific Literacy; Student Attitudes; Plants (Botany); Education Majors; Elementary Education; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Botanik; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zytologie; Schülerverhalten; Pflanze; Elementarunterricht; Pädagogische Kompetenz
Abstract	The biological processes of photosynthesis and plant cellular respiration include multiple biochemical steps, occur simultaneously within plant cells, and share common molecular components. Yet, learners often compartmentalize functions and specialization of cell organelles relevant to these two processes, without considering the interconnections as well as the significance of the plant as an independent biological system functioning as a nested component within local and global ecosystems. Understanding connections among biological systems at macro and micro levels is important to biological literacy. This study examined preservice elementary teachers' conceptions of photosynthesis and plant cellular respiration, with attention to interconnections and systems. Participants were limited in their understanding of the processes impacting multiple ecological levels, and they held inadequate representations of interconnections between the processes. Participants' views were laden with sociological and egocentric components. They often compared plant functions with analogous human functions. Most participants viewed plants as dependent on humans while having societal use. Justifications for views included nominal knowledge of the processes; experiential authoritarian reasoning; and anthropomorphism. We discuss instructional implications in light of the findings. (Contains 7 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10