Recontextualising cellular respiration in upper secondary biology education: characteristics and practicability of a learning and teaching strategy

Menno Wierdsma, Marie-Christine Knippels, Bert Oers, Kerst 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 biological education
Volume50
Issue number3
DOIs
Publication statusPublished - 2016

Keywords

  • transfer
  • cellular respiration
  • recontextualising
  • design
  • research
  • biology
  • education
  • secondary schools

Cite this

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Recontextualising cellular respiration in upper secondary biology education : characteristics and practicability of a learning and teaching strategy. / Wierdsma, Menno; Knippels, Marie-Christine; Oers, Bert; Boersma, Kerst.

In: Journal of biological education, Vol. 50, No. 3, 2016, p. 239-250.

Research output: Contribution to journalArticleAcademicpeer-review

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