By David F. Treagust, Chi-Yan Tsui
This new e-book within the types and Modeling in technology schooling sequence synthesizes a wealth of foreign examine on utilizing a number of representations in biology schooling and goals for a coherent framework in utilizing them to enhance higher-order studying. Addressing a big hole within the literature, the amount proposes a theoretical version for advancing biology educators’ notions of the way a number of exterior representations (MERs) comparable to analogies, metaphors and visualizations can most sensible be harnessed for making improvements to educating and studying in biology in any respect pedagogical levels.
The content material tackles the conceptual and linguistic problems of studying biology at every one level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be utilized in educating throughout those degrees and in a variety of mixtures, in addition to in differing contexts and subject components. The recommendations defined can assist scholars’ reasoning and problem-solving abilities, increase their skill to build psychological types and inner representations, and, eventually, will help in expanding public figuring out of biology-related matters, a key target in today’s international of urgent issues over societal difficulties approximately nutrition, surroundings, power, and health and wellbeing. The ebook concludes by means of highlighting vital elements of study in organic schooling within the post-genomic, info age.
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Cambridge, UK: Cambridge University Press. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312. Taber, K. S. (2009). Learning at the symbolic level. In J. K. Gilbert & D. ), Multiple representations in chemical education (pp. 75–105). Dordrecht, The Netherlands: Springer. Treagust, D. , Harrison, A. , & Venville, G. J. (1998). Teaching science effectively with analogies: An approach for preservice and inservice teacher education.
It is a typical case of literal interpretation (R-M, B3) and incorrect decoding (R-M, B1) of diagrams and demonstrates that students with this difficulty did not transfer (R-C, A3) their earlier acquired chemical knowledge of collision theory and kinetic energy of molecules to the cellular scenario. This led to the construction (R-M, B5) of an inappropriate ER based on an unsound mental model. Vertical translation (R-M, B7) was also a problem as students attempted to move from the molecular level to the cellular level.
F. Rouet, R. Lowe, & W. ), Understanding multimedia documents (pp. 249–265). Dordrecht, The Netherlands: Springer Science & Business Media. , Harrison, A. , & Ritchie, S. M. ). (2006). Metaphor and analogy in science education. Dordrecht, The Netherlands: Springer. Biological Sciences Curriculum Study. (2006). ). Dubuque, IA: Kendall/Hunt. Buckley, C. B. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895–935. 1 Introduction 17 Clement, J.