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Autor/inn/en | McLure, Felicity; Won, Mihye; Treagust, David F. |
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Titel | Students' Understanding of the Emergent Processes of Natural Selection: The Need for Ontological Conceptual Change |
Quelle | In: International Journal of Science Education, 42 (2020) 9, S.1485-1502 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McLure, Felicity) ORCID (Won, Mihye) ORCID (Treagust, David F.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2020.1767315 |
Schlagwörter | Scientific Concepts; Concept Formation; High School Students; Science Instruction; Secondary School Science; Instructional Effectiveness; Group Activities; Questioning Techniques; Teaching Methods; Feedback (Response); Grade 10; Evolution; Foreign Countries; Australia Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Gruppenaktivität; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien |
Abstract | The topic of natural selection presents challenges to high school students since it requires understanding of an emergent process, which is a missing schema for most students. Many interventions for teaching natural selection have limited effect in bringing about substantial ontological conceptual change. This study evaluates the effectiveness of a series of lessons to build understanding of natural selection as an emergent process. A conceptual change approach enabled students to develop explanations through their transfer of understanding when producing a series of student-generated representations, culminating in elaborated written explanations of evolutionary scenarios. This process was supported through small-group social construction of understanding, Socratic questioning in whole class discussions and teacher feedback. A quasi-experimental design was used to compare conceptual change in experimental and comparison grade 10 classes using pre/post tests and analysis of written explanations. Results showed significantly greater conceptual change in the experimental class than the comparison class in pre/post tests and adoption of many aspects of the scientific ontological model in written explanations. This approach may be further developed as a method for supporting high school students' understanding of this difficult topic. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |