Assessing Students' Understanding of Models of Biological Processes: A Revised Framework

Autor/inn/en	Jansen, Susanne; Knippels, Marie-Christine P. J.; van Joolingen, Wouter R.
Titel	Assessing Students' Understanding of Models of Biological Processes: A Revised Framework
Quelle	In: International Journal of Science Education, 41 (2019) 8, S.981-994 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jansen, Susanne) ORCID (Knippels, Marie-Christine P. J.) ORCID (van Joolingen, Wouter R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1582821
Schlagwörter	Models; Biology; Science Instruction; Secondary School Science; Secondary School Students; Scientific Concepts; Concept Formation; Knowledge Level; Grade 11 + Suchen Sie Ihr Suchwort? Analogiemodell; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Concept learning; Begriffsbildung; Wissensbasis; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students' understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students' current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students' view on the use of concept-process models in biology may lead to higher scientific literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01