What Can Educational Case Studies Reveal about How Teachers Implement the Model of Educational Reconstruction in Biology Instruction?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F24%3A73628175" target="_blank" >RIV/61989592:15410/24:73628175 - isvavai.cz</a>

Výsledek na webu

<a href="https://conference.pixel-online.net/NPSE/files/npse/ed0013/FP/1398-ESTR6344-FP-NPSE13.pdf" target="_blank" >https://conference.pixel-online.net/NPSE/files/npse/ed0013/FP/1398-ESTR6344-FP-NPSE13.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

What Can Educational Case Studies Reveal about How Teachers Implement the Model of Educational Reconstruction in Biology Instruction?

Popis výsledku v původním jazyce

The Model of Educational Reconstruction (MER) tightly links subject matter analysis and research on pupils’ preconceptions to design the teaching and learning environments of school science subjects, including biology. The paper will be focused on a qualitative analysis of how comprehensively biology teachers implement components of the Model of Educational Reconstruction into their lessons, i.e. whether they take advantage of pupils’ preconceptions in designing instruction of different biology topics. The multiple-case study design with a theoretical replication was used in this study, together 18 individual case studies were included in the analysis. Each case study was based on a video record of a biology lesson and selected teaching and learning situations were qualitatively analyzed by 3A procedure (annotation – analysis – alteration), which enabled an in-depth assessment of the integrity of the instruction using the conceptual structure diagram. Transcripts and conceptual structure diagrams of teaching and learning situations were analyzed using the principles of grounded theory and inductive approach to identify and categorize components of MER and the level of its implementation in each educational case study. The multiple-case study results revealed several different levels of MER implementation into biology lessons ranging from solely diagnostics of pupils’ preconceptions without their further use in the instruction to comprehensive use of MER in the design of teaching and learning environment in the analyzed lesson. The complex incorporation of MER into biology lessons with an emphasis on (re)construction of pupils’ pre-scientific conceptions was very rare, as it was identified only in one educational case study. Particular examples of MER implementation into biology instruction will be highlighted in the paper.

Název v anglickém jazyce

What Can Educational Case Studies Reveal about How Teachers Implement the Model of Educational Reconstruction in Biology Instruction?

Popis výsledku anglicky

The Model of Educational Reconstruction (MER) tightly links subject matter analysis and research on pupils’ preconceptions to design the teaching and learning environments of school science subjects, including biology. The paper will be focused on a qualitative analysis of how comprehensively biology teachers implement components of the Model of Educational Reconstruction into their lessons, i.e. whether they take advantage of pupils’ preconceptions in designing instruction of different biology topics. The multiple-case study design with a theoretical replication was used in this study, together 18 individual case studies were included in the analysis. Each case study was based on a video record of a biology lesson and selected teaching and learning situations were qualitatively analyzed by 3A procedure (annotation – analysis – alteration), which enabled an in-depth assessment of the integrity of the instruction using the conceptual structure diagram. Transcripts and conceptual structure diagrams of teaching and learning situations were analyzed using the principles of grounded theory and inductive approach to identify and categorize components of MER and the level of its implementation in each educational case study. The multiple-case study results revealed several different levels of MER implementation into biology lessons ranging from solely diagnostics of pupils’ preconceptions without their further use in the instruction to comprehensive use of MER in the design of teaching and learning environment in the analyzed lesson. The complex incorporation of MER into biology lessons with an emphasis on (re)construction of pupils’ pre-scientific conceptions was very rare, as it was identified only in one educational case study. Particular examples of MER implementation into biology instruction will be highlighted in the paper.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název statě ve sborníku

International Conference Proceedings New Perspectives in Science Education 13th Edition

ISBN

979-12-80225-58-0

ISSN

2384-9509

e-ISSN

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Počet stran výsledku

4

Strana od-do

141-144

Název nakladatele

Filodiritto Publisher (Filodiritto Editore)

Místo vydání

Neuvedeno

Místo konání akce

Florencie

Datum konání akce

14. 3. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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