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Recontextualising cellular respiration in upper secondary biology education: Characteristics and practicability of a learning and teaching strategy by Menno Wierdsma, Marie-Christine Knippels, Bert van Oers and Kerst Boersma

By:

Wierdsma, Menno

Contributor(s):

Material type:

TextSeries: ; 50(3)Description: 239-250Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0021-9266

Uniform titles:

Journal of Biological Education

Subject(s):

DDC classification:

Per/570/W636/2016

Item type:

Periodical Indexing

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Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Periodical Indexing	DSSC LEARNING RESOURCE CENTER				Per/570/W636/2016 (Browse shelf(Opens below))					Available

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Previous	Per/570/G738/2016 Conflicting perceptions of the status of field biology and identification skills in UK education	Per/570/H117/2016 Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students' gender, prior knowledge and motivation for learning in biology	Per/570/J415/2016 50 Years of JBE: The evolution of Biology as a school subject	Per/570/W636/2016 Recontextualising cellular respiration in upper secondary biology education: Characteristics and practicability of a learning and teaching strategy	Per/570.7/J8261/2016 50 years of JBE: The evolution of biology as a school subject	Per/570.7/J8261/2016 Conflicting perceptions of the status of field biology and identification skills in UK education	Per/570.7/J8261/2016 Recontextualising cellular respiration in upper secondary bilogy education : Characteristics and practicability of learning and teaching strategy	Next

Since concepts may have different meanings in different contexts, students have to learn to recontextualise theme, i.e., to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a leaning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy was largely practicable.

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