umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
Student reasoning while investigating plant material
Umeå University, Faculty of Science and Technology, Department of Ecology and Environmental Sciences.
Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.ORCID iD: 0000-0002-5269-1451
2008 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, Vol. 4, no 2, 177-191 p.Article in journal (Refereed) Published
Abstract [en]

In this project, 10-12 year old students investigated plant material to learn more about plants and photosynthesis. The research study was conducted to reveal the students’ scientific reasoning during their investigation and also to establish what they already knew, what they wanted to know, and what they actually learned about plants and photosynthesis. The eleven different tasks helped students investigate plant anatomy, plant physiology, and the gases involved in photosynthesis and respiration. The study was carried out in the ordinary classrooms. The collected data consisted of audio-taped discussions, students’ notebooks, and field notes. Students’ discussions and written work, during the different plant tasks, were analysed to see how the students’ learning and understanding processes developed. The analysis is descriptive and categorised from a modified general typology of student’s epistemological reasoning. The study shows students’ level of interest in doing the tasks, their struggle with new words and concepts, and how they develop their knowledge about plant physiology. The study confirms that students, in this age group, develop understanding and show an interest in complicated processes in natural science, e.g. photosynthesis.

Place, publisher, year, edition, pages
Oslo och Göteborg, 2008. Vol. 4, no 2, 177-191 p.
Keyword [en]
primary school, photosynthesis, reasoning, plant tasks
Keyword [sv]
mellanstadiet, fotosyntes, uppgifter om växter, elevresonemang
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-32069OAI: oai:DiVA.org:umu-32069DiVA: diva2:300864
Note
http://www.naturfagsenteret.no/tidsskrift/Nordina_208_Naes_ottander.pdfAvailable from: 2010-03-01 Created: 2010-03-01 Last updated: 2015-10-27Bibliographically approved
In thesis
1. Teaching photosynthesis in a compulsory school context: Students' reasoning, understanding and interactions
Open this publication in new window or tab >>Teaching photosynthesis in a compulsory school context: Students' reasoning, understanding and interactions
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

According to previous research, students show difficulties in understanding photosynthesis and respiration, and basic ecological concepts like energy flow in ecosystems. There are successful teaching units accomplished in this area and many of them can be described as inquiry-based teaching. One definition of inquiry-based teaching is that it involves everything from finding problems, investigating them, debating with peers and trying to explain and give solutions. Accordingly students need to be confronted with challenging questions and empirical data to reason about and teachers need to implement student-generated inquiry discussion since students often stay silent and do not express their thoughts during science lessons. This thesis will focus on young peoples’ understanding of the functioning of plants, students’ participation during biology lessons, and how biology teaching is accomplished in primary and secondary school.

Two school classroom projects focusing on teaching about plants and ecology are described. Four teachers and their 4th, 5th and 6th grade classes plus two science teachers and their three 8th grade classes collaborated. Photosynthesis and respiration were made concrete by using tasks where plants, plant cells, germs, seeds and the gas exchange were used. The aim was to listen to students’ reasoning in both teaching and interview situations. Learning outcome, as described by students’ reasoning in the classrooms and in individual interviews but also by their test results, is especially focused. Student-student and student-teacher interactions have been analysed with an ethnographic approach in the classroom context.

The plant tasks encouraged the students’ in primary school to develop scientific reasoning and the interviews confirmed that the students had learned about photosynthesis. The ecology teaching in secondary school showed a substantial understanding confirmed both by students’ oral and written reasoning. Analyses of test results and understanding as presented in interviews did not always correspond. The interviews showed the importance of letting students try to explain concepts and to correct themselves. Primary students’ reasoning and understanding about photosynthesis were in the interviews almost the same as the secondary students’. The secondary students’ questioning during the lectures showed wonderments and interest for ecology from a broader view than in the content presented by the teachers and the textbooks, but the large classes and disruptive students stole too much time from the teachers’ management in the classroom. Students’ knowledge was underestimated and their interest in ecology faded away.

Abstract [sv]

Tidigare forskning visar att elever har svårigheter att förstå processer som fotosyntes, cellandning och ekologiska samband, såsom energiflöden i ekosystem. Lyckosamma undervisningsprojekt inom det här området kan ofta beskrivas som ”inquiry-based”. Ett sätt att definiera ”inquiry-based” är att det innefattar allt ifrån att hitta problem, undersöka dem, debattera med andra elever och till att försöka förklara och ge lösningar. Utifrån detta visas att elever behöver bli konfronterade med utmanande frågor och empiriska data att resonera utifrån. Lärarna behöver också arbeta med att föra in studentdiskussioner eftersom det visat sig att många elever ofta är tysta och inte uttrycker sina tankar och spekulationer under NO-lektionerna. Den här avhandlingen fokuserar på elevernas förståelse av växternas funktion, elevernas deltagande under biologilektionerna och på hur biologiundervisning genomförs i mellan- och högstadiet.

Två skolprojekt med fokus på växter och ekologi beskrivs. Fyra klasslärare och deras klasser i årskurs 4, 5 och 6, plus två NO-lärare och deras tre klasser i årskurs 8 samarbetade. Fotosyntes och cellandning konkretiserades med hjälp av växter, växtceller, groddar, frön och några gas-utbytesreaktioner. Syftet var att lyssna på vad eleverna resonerade om, både i undervisningssituationer och vid intervju. Elevernas förståelse utifrån deras resonerande men också utifrån deras testresultat fokuserades. Elev-elev- och elev-lärarinteraktioner analyserades med hjälp av en etnografisk ansats i klassrums-kontexten.

Uppgifterna med konkret växtmaterial uppmuntrade mellanstadieeleverna att utveckla ett naturvetenskapligt resonerande och intervjuerna bekräftade att eleverna hade lärt sig om fotosyntes. Ekologiundervisningen på högstadiet resulterade i en påtaglig förståelse, som bekräftades utifrån elevernas muntliga och skriftliga resonerande. Analysen av förståelse visad i provresultat och vid intervju överensstämde inte alltid. Intervjuerna visade betydelsen av att låta eleverna både få förklara begrepp och att rätta sig själva i sina förklaringar. I intervjusituationen visade det sig att mellanstadieelevernas resonerande och förståelse av fotosyntes gott kunde mäta sig med högstadieelevernas. Elevernas sätt att ställa frågor under lektionsgenomgångarna visade på funderingar och ett intresse för ekologi, som hade en större bredd än det innehåll som lärare och lärobok presenterade, men stora klasser och störande elever stal alldeles för mycket av lärarens tid för att det skulle vara möjligt att genomföra bra undervisning i klassrummet. Elevernas kunskaper underskattades och deras intresse tonade bort.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2010. 72 p.
Keyword
teaching, primary and secondary school, plants, photosynthesis and respiration, Undervisning, mellan- och högstadiet, växter, fotosyntes och cellandning
National Category
Didactics
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-32077 (URN)978-91-7264-965-1 (ISBN)
Public defence
2010-03-26, Naturvetarhuset, N320, Umeå universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2010-03-05 Created: 2010-03-01 Last updated: 2015-10-27Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.naturfagsenteret.no/tidsskrift/Nordina_208_Naes_ottander.pdf

Authority records BETA

Näs, HelenaOttander, Christina

Search in DiVA

By author/editor
Näs, HelenaOttander, Christina
By organisation
Department of Ecology and Environmental SciencesDepartment of Mathematics and Mathematical Statistics
In the same journal
NorDiNa: Nordic Studies in Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 232 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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