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A study of recurring core developmental features in students’ conceptions of some key ecological processes
Kristianstad University, Department of Mathematics and Science. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)
2004 (English)In: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051, Vol. 4, no 1, 59-76 p.Article in journal (Refereed) Published
Abstract [en]

In this 6-year longitudinal study, 24 students were interviewed 11 times, between the ages of 9 and 15, to learn about their understanding of ecological processes. Students were asked about their conceptions of three topics: (a) the conditions for life of plants in a sealed transparent container, (b) the decomposition of leaves on the ground, and (c) the role of flowers in plant reproduction. At ages 15 and 19, the students listened to what they had said about these topics as 11? and 15?year?olds. They were then asked to state how they thought their understanding had developed. The interviews were analysed using principles from Ausubel's (1978) theory of meaningful learning. Characteristic individual themes in the students? conceptions could be followed year by year, especially with respect to their understanding of the cycles in nature. After the students had listened to their earlier interviews, they would often refer to experiences from an early age that they mentioned again and again. The analysis of students? descriptions of themselves as learners also made it possible to discern their different views of learning about ecological processes. In this 6?year longitudinal study, 24 students were interviewed 11 times, between the ages of 9 and 15, to learn about their understanding of ecological processes. Students were asked about their conceptions of three topics: (a) the conditions for life of plants in a sealed transparent container, (b) the decomposition of leaves on the ground, and (c) the role of flowers in plant reproduction. At ages 15 and 19, the students listened to what they had said about these topics as 11? and 15?year?olds. They were then asked to state how they thought their understanding had developed. The interviews were analysed using principles from Ausubel's (1978) theory of meaningful learning. Characteristic individual themes in the students? conceptions could be followed year by year, especially with respect to their understanding of the cycles in nature. After the students had listened to their earlier interviews, they would often refer to experiences from an early age that they mentioned again and again. The analysis of students? descriptions of themselves as learners also made it possible to discern their different views of learning about ecological processes.

Place, publisher, year, edition, pages
2004. Vol. 4, no 1, 59-76 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-10281DOI: 10.1080/14926150409556597OAI: oai:DiVA.org:hkr-10281DiVA: diva2:608420
Available from: 2013-02-27 Created: 2013-02-27 Last updated: 2013-07-04Bibliographically approved

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Helldén, Gustav
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Department of Mathematics and ScienceForskningsmiljön Learning in Science and Mathematics (LISMA)
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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
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  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • Other locale
More languages
Output format
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