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A longitudinal study of pupils' conceptualisation of the role of the flower in plant reproduction
Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)
2000 (English)In: Research in didaktik of biology: proceedings of the Second Conference of European Researchers in Didaktik of Biology, University of Göteborg, November 18-22, 1998 / [ed] Björn Andersson, Ute Harms, Gustav Helldén, Maj-Lis Sjöbeck, Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet , 2000, 47-59 p.Conference paper, Published paper (Refereed)
Abstract [en]

In a five-year longitudinal study, 25 pupils were interviewed individually at the age of 10y, 11y, 13y and 15 years of age about the role of flowers in plant reproduction. At age 15, each pupil listened to what they had said four years earlier and described how they thought their understanding had developed. All interviews were tape-recorded and the audiotapes transcribed verbatim. Analysis of the interview data and the descriptions of the pupils’ differential conceptual development were grounded in Ausubel’s theory of meaningful learning. At the beginning of the study the pupils expressed human-centred ideas. They commonly used anthropomorphic and teleological reasoning to explain the flower’s role in plant reproduction. Each pupil’s conceptual development from ages 11 to 15 could be described by one of four categorisations. Six pupils expressed alternative ideas all of the interviews. Many pupils had undifferentiated ideas of pollination and seed dispersal. Conceptions of the role of the flower in plant reproduction at age 10y were used as a basis for later conceptual development. An early introduction of some scientific concepts can help students develop deeper understandings of ecological processes. It is important to illuminate pupils’ expressions and ideas of science phenomena, give them opportunities to reflect on their ideas and encourage them to compare their conceptualisations with other explanations.

Place, publisher, year, edition, pages
Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet , 2000. 47-59 p.
Series
IPD-rapporter, ISSN 1404-062X ; 2000:01
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-6612Libris ID: 3214321OAI: oai:DiVA.org:hkr-6612DiVA: diva2:320112
Conference
The Second Conference of European Researchers in Didaktik of Biology, University of Göteborg, November 18-22, 1998
Available from: 2010-05-21 Created: 2010-05-21 Last updated: 2014-07-29Bibliographically approved

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Helldén, Gustav
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School of Education and EnvironmentResearch environment Learning in Science and Mathematics (LISMA)
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf