Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 213-223 |
| Seitenumfang | 11 |
| Fachzeitschrift | Science Education International (SEI) |
| Jahrgang | 33 |
| Ausgabenummer | 2 |
| Publikationsstatus | Veröffentlicht - 30 Mai 2022 |
Abstract
Dealing with students' conceptions is one of the central elements of student-oriented teaching. To be able to organize learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student's conceptions. This article presents a qualitative study (n = 8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the conceptual metaphor theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the CMT has received little attention so far. This article, therefore, deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.
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in: Science Education International (SEI), Jahrgang 33, Nr. 2, 30.05.2022, S. 213-223.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Elaboration of Practical Diagnostic Competence in Context of Students’ Conceptions on Plant Nutrition
AU - Michelsen, Malte
AU - Groß, Jorge
AU - Paul, Jürgen
AU - Messig, Denis
N1 - Funding Information: The research project was funded by the Joachim Herz Foundation, Hamburg. We thank the reviewers for helpful suggestions for improving the manuscript.
PY - 2022/5/30
Y1 - 2022/5/30
N2 - Dealing with students' conceptions is one of the central elements of student-oriented teaching. To be able to organize learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student's conceptions. This article presents a qualitative study (n = 8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the conceptual metaphor theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the CMT has received little attention so far. This article, therefore, deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.
AB - Dealing with students' conceptions is one of the central elements of student-oriented teaching. To be able to organize learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student's conceptions. This article presents a qualitative study (n = 8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the conceptual metaphor theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the CMT has received little attention so far. This article, therefore, deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.
KW - Students' conceptions
KW - conceptual metaphor theory
KW - diagnosis
KW - drawing
KW - peer interaction
KW - plant nutrition
KW - think-pair-share
UR - http://www.scopus.com/inward/record.url?scp=85144744924&partnerID=8YFLogxK
U2 - 10.33828/sei.v33.i2.9
DO - 10.33828/sei.v33.i2.9
M3 - Article
VL - 33
SP - 213
EP - 223
JO - Science Education International (SEI)
JF - Science Education International (SEI)
IS - 2
ER -