体验式学习
类比
观念转变
数学教育
功能(生物学)
概念学习
现实主义
科学教育
概念框架
学习科学
心理学
认知科学
认识论
社会学
生物
细胞生物学
社会科学
哲学
作者
Leonie Johann,Fredrik Rusk,Michael Reiß,Jorge Luiz Gross
标识
DOI:10.1080/00219266.2022.2026805
摘要
This study reports on the theoretical- and empirical-based design and evaluation of cell membrane biology learning activities within the Model of Educational Reconstruction and experiential realism. First, we designed analogy-based learning activities by considering students’ and scientists’ conceptions as described in the literature. Secondly, we carried out two video-taped teaching experiments to study students’ learning processes when interacting with the learning activities. Interpreting students’ conceptual development as thinking pathways enabled us to identify and understand the roots of their learning difficulties. Due to inherent ontological and epistemological presumptions, the students had difficulties in understanding that cell membrane structure determines their two-fold function: to separate and to connect environments in order to maintain living processes. The multiple analogies we employed helped foster conceptual development because they highlighted aspects of the concrete everyday experiences the students already had, but had not thought about. As a result of the learning activities, the students revised their conceptions regarding the terms barrier, gatekeeper and environment and connected these to a more coherent conceptual structure of cell membrane biology. Methods and outcomes of the study may contribute to a better understanding of how this important concept can be brought to science classrooms.
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