Details
| Original language | English |
|---|---|
| Journal | Journal of biological education |
| Early online date | 13 Aug 2024 |
| Publication status | E-pub ahead of print - 13 Aug 2024 |
Abstract
Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affective and motivational factors. Little is yet known about the mechanism linking these factors. This qualitative study aims to shed light on the process of conceptual transformation. In order to study changes in conceptions, the Peer-Interaction-Method (PIM) was used. Students with different conceptions were matched to create a content related conflict. Learners were given an assignment on the topic of plant nutrition and asked to collaborate to develop a jointly supported solution. The expressions of the participants were examined from the perspective of the conceptual metaphor theory. Our data analysis makes it possible to visualise the learning process of the students and to explain its cause. The results suggest that instead of a conflict over content a social conflict shapes the development of the collaboration process. Overall, it was found that the PIM turns out to be a fruitful way of dealing with heterogeneity in conceptions. To provide the necessary infrastructure for the matching of learners with different conceptions in the school context, a digital plug-in for moodle e-learning platforms was developed.
Keywords
- Peer-Interaction; conceptual transformation; students’ conceptions; collaboration; plant nutrition, plant nutrition, conceptual transformation, collaboration, students’ conceptions, Peer-Interaction
ASJC Scopus subject areas
- Agricultural and Biological Sciences(all)
- Social Sciences(all)
- Education
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In: Journal of biological education, 13.08.2024.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Peer-Interaction – collaborative learning to foster and observe conceptional transformation in science education
AU - Michelsen, Malte
AU - Groß, Jorge
N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/8/13
Y1 - 2024/8/13
N2 - Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affective and motivational factors. Little is yet known about the mechanism linking these factors. This qualitative study aims to shed light on the process of conceptual transformation. In order to study changes in conceptions, the Peer-Interaction-Method (PIM) was used. Students with different conceptions were matched to create a content related conflict. Learners were given an assignment on the topic of plant nutrition and asked to collaborate to develop a jointly supported solution. The expressions of the participants were examined from the perspective of the conceptual metaphor theory. Our data analysis makes it possible to visualise the learning process of the students and to explain its cause. The results suggest that instead of a conflict over content a social conflict shapes the development of the collaboration process. Overall, it was found that the PIM turns out to be a fruitful way of dealing with heterogeneity in conceptions. To provide the necessary infrastructure for the matching of learners with different conceptions in the school context, a digital plug-in for moodle e-learning platforms was developed.
AB - Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affective and motivational factors. Little is yet known about the mechanism linking these factors. This qualitative study aims to shed light on the process of conceptual transformation. In order to study changes in conceptions, the Peer-Interaction-Method (PIM) was used. Students with different conceptions were matched to create a content related conflict. Learners were given an assignment on the topic of plant nutrition and asked to collaborate to develop a jointly supported solution. The expressions of the participants were examined from the perspective of the conceptual metaphor theory. Our data analysis makes it possible to visualise the learning process of the students and to explain its cause. The results suggest that instead of a conflict over content a social conflict shapes the development of the collaboration process. Overall, it was found that the PIM turns out to be a fruitful way of dealing with heterogeneity in conceptions. To provide the necessary infrastructure for the matching of learners with different conceptions in the school context, a digital plug-in for moodle e-learning platforms was developed.
KW - Peer-Interaction; conceptual transformation; students’ conceptions; collaboration; plant nutrition
KW - plant nutrition
KW - conceptual transformation
KW - collaboration
KW - students’ conceptions
KW - Peer-Interaction
UR - http://www.scopus.com/inward/record.url?scp=85201066920&partnerID=8YFLogxK
U2 - 10.1080/00219266.2024.2386251
DO - 10.1080/00219266.2024.2386251
M3 - Article
JO - Journal of biological education
JF - Journal of biological education
SN - 0021-9266
ER -