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Recontextualising cellular respiration in upper secondary biology education

characteristics and practicability of a learning and teaching strategy

Recontextualising cellular respiration in upper secondary biology education

characteristics and practicability of a learning and teaching strategy

Samenvatting

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.

OrganisatieHanzehogeschool Groningen
LectoraatYouth, Education and Society
Gepubliceerd inJournal of biological education Taylor & Francis, Vol. 50, Uitgave: 3, Pagina's: 239-250
Jaar2016
TypeArtikel
ISSN0021-9266
DOI10.1080/00219266.2015.1058842
TaalEngels

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