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 language | English |
|---|---|
| Pages (from-to) | 239-250 |
| Journal | Journal of Biological Education |
| Volume | 50 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2016 |
Keywords
- transfer
- cellular respiration
- recontextualising
- design
- research
- biology
- education
- secondary schools
Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)
- Healthy Ageing
Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)
- Equality of opportunity and participation
Publinova themes
- Other
- Education and Teaching
- Health
- People and Society