Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations

Autor/inn/en	Wernecke, Ulrike; Schütte, Kerstin; Schwanewedel, Julia; Harms, Ute
Titel	Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations
Quelle	In: CBE - Life Sciences Education, 17 (2018) 1, Artikel 5 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-07-0133
Schlagwörter	Energy; Biology; Grade 9; Misconceptions; Scientific Concepts; Intervention; Pretests Posttests; Statistical Analysis; Experimental Groups; Secondary School Students; Foreign Countries; Mathematics Education; Science Education; Germany + Suchen Sie Ihr Suchwort? Energie; Biologie; School year 09; 9. Schuljahr; Schuljahr 09; Missverständnis; Statistische Analyse; Sekundarschüler; Ausland; Mathematische Bildung; Naturwissenschaftliche Bildung; Deutschland
Abstract	Energy is an important concept in all natural sciences, and a challenging one for school science education. Students' conceptual knowledge of energy is often low, and they entertain misconceptions. Educational research in science and mathematics suggests that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students' knowledge of abstract concepts such as energy. Thus, we propose here an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error in a biological energy flow diagram, an error that we derived from two prevalent misconceptions about energy: 1) plants get some of their energy from the soil or 2) energy cycles in an ecosystem. The approach's effect on students' conceptual knowledge of energy was tested in an intervention study with pre-post design and 304 ninth grade students (M = 14.79 years). Students who successfully identified and explained the error achieved larger gains in conceptual knowledge than students learning with a correct diagram. Thus, the proposed instructional approach holds promise for improving energy teaching. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01