Considering the Levels of Biological Organisation When Teaching Carbon Flows in a Terrestrial Ecosystem

Autor/inn/en	Asshoff, Roman; Düsing, Katharina; Winkelmann, Tamara; Hammann, Marcus
Titel	Considering the Levels of Biological Organisation When Teaching Carbon Flows in a Terrestrial Ecosystem
Quelle	In: Journal of Biological Education, 54 (2020) 3, S.287-299 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asshoff, Roman) ORCID (Düsing, Katharina) ORCID (Winkelmann, Tamara) ORCID (Hammann, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1575263
Schlagwörter	Teaching Methods; Science Instruction; Biology; Problem Based Learning; Secondary School Students; Energy; Misconceptions; Instructional Materials; Ecology; Thinking Skills; Cytology; Botany; Climate; Concept Formation; Pretests Posttests; Cooperative Learning; High School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Problem-based learning; Problemorientiertes Lernen; Sekundarschüler; Energie; Missverständnis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ökologie; Denkfähigkeit; Zytologie; Botanik; Klima; Concept learning; Begriffsbildung; Kooperatives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Deutschland
Abstract	Students often have misconceptions about terrestrial carbon flows and there is a lack of coherence in students' explanations regarding the different levels of biological organisation at which these processes occur. In this study, problem-based teaching materials on the topic of terrestrial carbon flows were developed and tested with 15 students 18-19 years old (grade 12) using a pre/post-test design. Students focused on specific carbon flows in an ecosystem at the macro level (e.g. CO[subscript 2] fixation and heterotrophic respiration) including specific related concepts at the micro level (e.g. photosynthesis and cellular respiration). The findings indicate that the teaching materials improved the students' understanding of terrestrial carbon flows and their ability to reason across the different levels of biological organisation. On the basis of these findings, implications for teaching terrestrial carbon flows in biological education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01