Biology education research: contemporary topics and directions
Información General
- Autores: Blanca Puig Mauriz (dir.), Paloma Blanco Anaya (dir.), María José Gil Quílez (dir.), Marcus Grace (dir.)
- Editores: Universidad de Zaragoza, Prensas de la Universidad de Zaragoza
- Año de publicación: 2020
- País: España
- Idioma: inglés
- ISBN: 978-84-16723-97-3
- Recoge los contenidos presentados a: Conference of European Researchers in Didactics of Biology (ERIDOB) (12. 2008).
- Enlaces
Resumen
This volume consists of 29 original papers presented at the 12th Conference of European Researchers in Didactics of Biology (ERIDOB) organized by the University of Zaragoza in collaboration with University de Santiago de Compostela, hosted in July 2018 by the Faculty of Education, University of Zaragoza, Spain. Recognizing the importance and potential of being well-trained in biology, the bi-annual Conference of ERIDOB is now a firmly established and leading forum for European and non-European researchers to discuss and reflect on research in biology education, to find new ways of ensuring continued advances in teaching and learning this discipline. Biology is a field of research in constant growth. Its advances have brought not only enormous benefits to humanity in fields from Human Biology to Ecology, but also great repercussions in our daily lives. This context makes it necessary for biology education to equip young people with the tools and resources needed to become scientifically literate, critical thinkers and social activists. Some of these concerns are highlighted in this book, whose 29 papers have been selected after having passed a double blind review process by at least one member of the ERIDOB Academic Committee together with an experienced reviewer of the ERIDOB academic community. In the introduction of this volume the keynote conference, How to gather and analyse quality evidence about successful biology classrooms, presented by María Pilar Jiménez Aleixandre, methodological issues related to classroom studies are addressed. Special attention is on qualitative research studies and on successful biology teaching and learning with a double goal: 1) debriefing the processes leading to quality research studies; 2) providing teachers with models, rather than focusing on the problems of unsuccessful teaching.
Otros catálogos
- Dialnet Métricas: 1 Cita
- Citas a capítulos: 2 Citas
Listado de artículos
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KEYNOTE CONFERENCE
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SECTION 1: RESEARCH METHODS
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SECTION 2: STUDENTS’ CONCEPTIONS
Using problematized contexts to introduce the idea of classification criteria in taxonomy.: context-transference and resistant ideas
págs. 49-56
Students’ conceptions of plant reproduction processes
Peter Lampert, Bernhard Müllner, Peter Pany, Martin Scheuch, Michael Kiehn
págs. 57-58
págs. 59-72
págs. 73-82
What are students’ mental representations of climate change and the greenhouse effect?
Vanessa Sesto Varela, Isabel García-Rodeja Gayoso, Begoña Varela
págs. 83-98
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SECTION 3: STUDENTS’ INTEREST AND MOTIVATION
págs. 99-110
Collaborative care for animals in class: – effects on students’ relatedness and their flow experience in biology lessons
Alexander Eckes, Nadine Großmann, Annette Textor, Matthias Wilde
págs. 111-124
Training pre-service teachers to approach microorganisms through an active practice based on homemade culture:: role of students’ emotions
José María Marcos Merino, María Rocío Esteban Gallego, Jesús Antonio Gómez Ochoa de Alda
págs. 125-138
I won’t believe it until i see it?: an inquiry-based sequence on “microorganisms” for secondary school
María Martínez Chico, Farida Abou Akl, María Rut Jiménez Liso
págs. 139-154
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SECTION 4: SCIENTIFIC THINKING, NATURE OF SCIENCE AND ARGUMENTATION
págs. 155-166
págs. 167-176
págs. 177-186
Ecosystems in science education research in the last 20 years: A research synthesis
págs. 187-201
págs. 203-212
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SECTION 5 :TEACHING STRATEGIES AND TEACHING ENVIRONMENTS
págs. 213-224
págs. 225-236
Toward teaching for an integrated understanding of trait formation:: an analysis of genetics tasks in high school biology textbooks
págs. 237-238
Processes of professionalization:: outdoor teaching and assessment of PCK
Lissy Jäkel, Ulrike Kiehne, Sabrina Frieß, David Hergesell, Benjamin Tempel
págs. 239-248
The BIOdiver project:: development of outdoor inquiry skills in undergraduate elementary teachers’ courses
págs. 249-262
Storytelling as an educational tool in biology teaching:: a pilot study
págs. 263-278
Student teachers on the way to accurate diagnosis:: development, testing and assessment of diagnostic tasks by teacher training students
págs. 279-290
págs. 291-292
Proposal of a model for professional development:: perspectives and stages that contribute to the improvement of the practice of biology teaching
Eduardo Ravanal Moreno, Édgar Orlay Valbuena Ussa, Elías Francisco Amórtegui Cedeño
págs. 293-308
Teaching to teach the model of evolution in primary education:: an experience with pre-service teachers at a spanish university
págs. 309-322
Combining biology education and education for sustainability in preschool:: insights from the 2nd cycle of a design research
págs. 335-348
Training future teachers to address interdisciplinary in biology lessons:: learning physics and chemistry with a dna extraction practice
María Rocío Esteban Gallego, José María Marcos Merino, Jesús Antonio Gómez Ochoa de Alda
págs. 349-364
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SECTION 6: TEACHING AND LEARNING WITH EDUCATIONAL TECHNOLOGY
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