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DOI

  • Ulrike Wernecke
  • Julia Schwanewedel
  • Kerstin Schütte
  • Ute Harms
Translated title of the contributionHow is energy represented in biology textbooks? : Development of a category system and its application to a textbook series
Energy is an abstract concept which plays a crucial role in science. Numerous studies have shown that students have significant problems understanding energy. Hence, correct and suitable teaching material is especially important. A coding scheme was compiled on the basis of theoretical frameworks of both research on energy conceptions and cognitive psychology to describe the representation of energy in teaching material for biology with regard to content and design. Based on this categorization system the energy-related texts, pictures and tasks in the metabolism- and ecology-related chapters of a textbook series for lower and upper secondary levels (three textbooks and a workbook) were studied as examples. The results show that whereas forms and transformation of energy are frequently addressed in the studied textbooks, degradation and conservation are rarely addressed. Pictures in the textbook series were found to employ design features considered beneficial for learning. Tasks could be improved by using a higher variation in the requirements. Based on these results, we conclude pending research desiderata.
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Volume22
Issue1
Pages (from-to)215-229
Number of pages15
ISSN0949-1147
DOIs
StatePublished - 12.10.2016

    Research areas

  • Development of competencies and transitions - Biology, Category System, Energy Concept, Representations, Textbook Analysis

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