Analysing Scaffolds in Learning Systems Concepts in School Biology

Autor/inn/en	Singh, Garima; Khunyakari, Ritesh
Titel	Analysing Scaffolds in Learning Systems Concepts in School Biology
Quelle	In: Contemporary Education Dialogue, 20 (2023) 1, S.17-38 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Garima) ORCID (Khunyakari, Ritesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849221145748
Schlagwörter	Biology; Science Instruction; Scaffolding (Teaching Technique); Teaching Methods; Scientific Concepts; Concept Formation; Visualization; Comparative Analysis; Textbooks; Content Analysis; Freehand Drawing; Task Analysis; Anatomy; Physiology; Learning Processes; Illustrations; Visual Aids; Foreign Countries; Grade 5; Grade 7; Grade 10; Elementary Secondary Education; India + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Visualisation; Visualisierung; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Drawing; Zeichnen; Aufgabenanalyse; Anatomie; Physiologie; Learning process; Lernprozess; Bildliche Darstellung; Anschauungsmaterial; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Indien
Abstract	Learning about components and processes of complex biological systems is challenging and requires abstraction through mediational tools such as text, visuals, models and visualisation experiences. The 'systems concepts' necessitate building coherent relations and anticipating consequences, requiring greater mediational support. This article reports findings from two components of a study. The first component involved a comparative analysis of textbooks and revealed weak links between visuals and other scaffolding tools such as activities and end-chapter exercises. Visuals in textbooks were found to be inadequate, inappropriate and often potential sources of confusion. The second component of the study involved drawing-based task that elicited learner struggles in internalising ideas about the human digestive system. The study calls for a refined understanding and use of mediational tools towards bridging the gaps between conceptual models and learners' mental models. The study opens avenues for further inquiry that could support learning biology. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01