How to Teach Photosynthesis? A Review of Academic Research

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F22%3A43897083" target="_blank" >RIV/44555601:13440/22:43897083 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/22:10448972

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/14/20/13529#abstractc" target="_blank" >https://www.mdpi.com/2071-1050/14/20/13529#abstractc</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su142013529" target="_blank" >10.3390/su142013529</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How to Teach Photosynthesis? A Review of Academic Research

Popis výsledku v původním jazyce

This review study focuses on the teaching of photosynthesis, and it builds on previous review studies. The aim of this study is to present the findings to readers and thus contribute to improving the training of future teachers and student education. This study conducted a critical review of the topic of photosynthesis education, by examining 80 systematically selected articles through quantitative and qualitative approaches. The quantitative analysis highlighted the increasing number of studies in recent years and helped identify the main issues, namely teaching methods and misconceptions. In contrast, the qualitative conceptualization showed that photosynthesis education is a key topic for the development of science literacy and serves as a model for how teachers can educate students on difficult and complex issues. An alarming issue is that misconceptions adopted in childhood are powerful and often persist into adulthood (including teachers). Professional education on photosynthesis is not possible without pedagogical content knowledge, the identification of student concepts, activating methods of learning, and methodical work with scientific language and thinking.

Název v anglickém jazyce

How to Teach Photosynthesis? A Review of Academic Research

Popis výsledku anglicky

This review study focuses on the teaching of photosynthesis, and it builds on previous review studies. The aim of this study is to present the findings to readers and thus contribute to improving the training of future teachers and student education. This study conducted a critical review of the topic of photosynthesis education, by examining 80 systematically selected articles through quantitative and qualitative approaches. The quantitative analysis highlighted the increasing number of studies in recent years and helped identify the main issues, namely teaching methods and misconceptions. In contrast, the qualitative conceptualization showed that photosynthesis education is a key topic for the development of science literacy and serves as a model for how teachers can educate students on difficult and complex issues. An alarming issue is that misconceptions adopted in childhood are powerful and often persist into adulthood (including teachers). Professional education on photosynthesis is not possible without pedagogical content knowledge, the identification of student concepts, activating methods of learning, and methodical work with scientific language and thinking.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

2071-1050

Svazek periodika

14

Číslo periodika v rámci svazku

20

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

12

Strana od-do

1-12

Kód UT WoS článku

000875994300001

EID výsledku v databázi Scopus

—