How to Foster an Understanding of Growth and Cell Division

Autor/inn/en	Kruger, Dirk; Fleige, Jennifer; Riemeier, Tanja
Titel	How to Foster an Understanding of Growth and Cell Division
Quelle	In: Journal of Biological Education, 40 (2006) 3, S.135-140 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Investigations; Scientific Concepts; Grade 9; Questionnaires; Instructional Effectiveness; Task Analysis; Cytology; Grade 7; Grade 8; Grade 10; Secondary Education; Foreign Countries; Science Instruction; Outcomes of Education; High Schools; Germany + Suchen Sie Ihr Suchwort? Untersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Unterrichtserfolg; Aufgabenanalyse; Zytologie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarbereich; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; High school; Oberschule; Deutschland
Abstract	The study presents the frequencies of students' conceptions of growth and cell division before and after one hour of instruction. The investigation supplements qualitative results by directing attention to those conceptions which might occur most frequently to students: teachers can then concentrate their preparation on practical requirements. A total of 120 students (9th grade) participated in the investigation using a questionnaire. Some 29 students out of this group were instructed and the lesson's effectiveness was examined. The most frequent conception of growth and cell division in open tasks was "division of cells" followed by the scientific concept of "division and enlargement". In closed tasks, "division and enlargement" became the most prominent concept--if students were encouraged to think about this, it might represent a plausible explanation to them, although often it was not yet in their repertoire of concepts. When conceptions of division were examined, "becoming more" and "separation" appear far more frequently than "becoming small". In the lesson students broke a bar of chocolate into pieces. They clearly recognised that division leads to more pieces but the whole does not increase in size or mass. The scientific concept of "division and enlargement" was almost completely transferred into the students' consciousness. (Contains 2 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10