Students' Conceptions of the Carbon Cycle: Identifying and Interrelating Components of the Carbon Cycle and Tracing Carbon Atoms across the Levels of Biological Organisation

Autor/inn/en	Düsing, Katharina; Asshoff, Roman; Hammann, Marcus
Titel	Students' Conceptions of the Carbon Cycle: Identifying and Interrelating Components of the Carbon Cycle and Tracing Carbon Atoms across the Levels of Biological Organisation
Quelle	In: Journal of Biological Education, 53 (2019) 1, S.110-125 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Düsing, Katharina) ORCID (Asshoff, Roman) ORCID (Hammann, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1447002
Schlagwörter	Scientific Concepts; Grade 8; Grade 9; Grade 10; Secondary School Students; Science Instruction; Secondary School Science; Foreign Countries; Biology; Biochemistry; Concept Formation; Molecular Structure; Germany + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Biologie; Biochemie; Concept learning; Begriffsbildung; Deutschland
Abstract	This study investigates students' conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13-16 years (grades 8-10) participated in the study. A total of 130 students completed the diagnostic task, and an additional 12 students completed both the diagnostic task and were interviewed. The primary results show that the students identified few components of the carbon cycle, tended to trace carbon atoms exclusively at the level of the organism, and had difficulties identifying organic carbon compounds, especially during processes in which carbon compounds are transformed. Considering the main educational implications, we recommend using an instructional strategy that traces carbon atoms across the different levels of biological organisation whilst connecting fragmented knowledge by integrating knowledge from physiology, biochemistry and ecology when teaching the carbon cycle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01