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Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations. / Wernecke, Ulrike; Schütte, Kerstin; Schwanewedel, Julia; Harms, Ute.

in: CBE - Life Sciences Education, 10.11.2017.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Wernecke, U, Schütte, K, Schwanewedel, J & Harms, U 2017, 'Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations' CBE - Life Sciences Education.

APA

Wernecke, U., Schütte, K., Schwanewedel, J., & Harms, U. (2017). Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations. CBE - Life Sciences Education.

Vancouver

Wernecke U, Schütte K, Schwanewedel J, Harms U. Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations. CBE - Life Sciences Education. 2017 Nov 10.

BibTeX

@article{8087fbc6b58c44c5b3cce79ed20b0cb5,
title = "Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations",
abstract = "Energy is an important concept in all natural sciences, and a challenging one for school science education. Students’ conceptual knowledge of energy is often low and misconceptions persist. Educational research in science and mathematics shows that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students’ knowledge of abstract concepts such as energy. Thus, here we propose an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error, in a biological energy flow diagram, that we derived from two prevalent misconceptions about energy: that plants get some of their energy from the soil and energy cycles in an ecosystem. The approach’s effect on students’ conceptual knowledge of energy was tested in an intervention study with pre-post design and 304 ninth-grade students (M = 14.79 years). The results indicate that learning with an incorrect diagram potentially supports the acquisition of conceptual knowledge of energy more than learning with a correct diagram. Larger gains in conceptual knowledge were achieved by students who successfully identified and explained the error. Thus, the proposed instructional approach holds promise for improving energy teaching.",
author = "Ulrike Wernecke and Kerstin Schütte and Julia Schwanewedel and Ute Harms",
year = "2017",
month = "11",
journal = "CBE - Life Sciences Education",
issn = "1931-7913",
publisher = "American Society for Cell Biology",

}

RIS

TY - JOUR

T1 - Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations

AU - Wernecke,Ulrike

AU - Schütte,Kerstin

AU - Schwanewedel,Julia

AU - Harms,Ute

PY - 2017/11/10

Y1 - 2017/11/10

N2 - Energy is an important concept in all natural sciences, and a challenging one for school science education. Students’ conceptual knowledge of energy is often low and misconceptions persist. Educational research in science and mathematics shows that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students’ knowledge of abstract concepts such as energy. Thus, here we propose an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error, in a biological energy flow diagram, that we derived from two prevalent misconceptions about energy: that plants get some of their energy from the soil and energy cycles in an ecosystem. The approach’s effect on students’ conceptual knowledge of energy was tested in an intervention study with pre-post design and 304 ninth-grade students (M = 14.79 years). The results indicate that learning with an incorrect diagram potentially supports the acquisition of conceptual knowledge of energy more than learning with a correct diagram. Larger gains in conceptual knowledge were achieved by students who successfully identified and explained the error. Thus, the proposed instructional approach holds promise for improving energy teaching.

AB - Energy is an important concept in all natural sciences, and a challenging one for school science education. Students’ conceptual knowledge of energy is often low and misconceptions persist. Educational research in science and mathematics shows that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students’ knowledge of abstract concepts such as energy. Thus, here we propose an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error, in a biological energy flow diagram, that we derived from two prevalent misconceptions about energy: that plants get some of their energy from the soil and energy cycles in an ecosystem. The approach’s effect on students’ conceptual knowledge of energy was tested in an intervention study with pre-post design and 304 ninth-grade students (M = 14.79 years). The results indicate that learning with an incorrect diagram potentially supports the acquisition of conceptual knowledge of energy more than learning with a correct diagram. Larger gains in conceptual knowledge were achieved by students who successfully identified and explained the error. Thus, the proposed instructional approach holds promise for improving energy teaching.

M3 - Journal articles

JO - CBE - Life Sciences Education

T2 - CBE - Life Sciences Education

JF - CBE - Life Sciences Education

SN - 1931-7913

ER -

ID: 817884