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ERIC Number: EJ799300
Record Type: Journal
Publication Date: 2008-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0950-0693
On the Roots of Difficulties in Learning about Cell Division: Process-Based Analysis of Students' Conceptual Development in Teaching Experiments
Riemeier, Tanja; Gropengiesser, Harald
International Journal of Science Education, v30 n7 p923-939 Jun 2008
Empirical investigations on students' conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students' difficulties in learning this topic and to study the impact of learning activities on students' conceptions. Using the Model of Educational Reconstruction, a four-phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students' conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9th grade students (15-16 years, Grammar school). Interpretation of students' "pathways of thinking" and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students' ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities. (Contains 3 figures, 5 boxes, and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A