Knowledge Transfer in Biology and Translation across External Representations: Experts' Views and Challenges for Learning

Autor/inn/en	Schonborn, Konrad J.; Bogeholz, Susanne
Titel	Knowledge Transfer in Biology and Translation across External Representations: Experts' Views and Challenges for Learning
Quelle	In: International Journal of Science and Mathematics Education, 7 (2009) 5, S.931-955 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-009-9153-3
Schlagwörter	Curriculum Development; Biology; Educational Change; Cognitive Ability; Expertise; Scientific Principles; Scientific Concepts; Science Instruction; Science Education; Science Curriculum; Secondary School Science; Science Process Skills; Learning Processes; Transfer of Training + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biologie; Bildungsreform; Denkfähigkeit; Expert appraisal; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Training; Transfer; Ausbildung
Abstract	Recent curriculum reform promotes core competencies such as desired "content knowledge" and "communication" for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts' views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering "horizontal" and "vertical" transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10