Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

Menno Wierdsma, Marie Christine Knippels, Bert van Oers, Kerst Th Boersma

    Research output: Contribution to JournalArticleAcademicpeer-review

    Abstract

    Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, 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 learning 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 in two classes in upper secondary biology education showed that the strategy was largely practicable.
    Original languageEnglish
    Pages (from-to)239-250
    JournalJournal of Biology Education
    Volume50
    Issue number3
    DOIs
    Publication statusPublished - 2016

    Keywords

    • Biology education
    • Cellular respiration
    • Transfer
    • Recontextualising

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