Preservice teachers’ awareness of the existence of analogies in the conceptual structure of mathematics and biology

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F25%3A50022556" target="_blank" >RIV/62690094:18470/25:50022556 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60076658:12410/25:43909747

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/14794802.2025.2502938" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/14794802.2025.2502938</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/14794802.2025.2502938" target="_blank" >10.1080/14794802.2025.2502938</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Preservice teachers’ awareness of the existence of analogies in the conceptual structure of mathematics and biology

Popis výsledku v původním jazyce

In this paper, we present an empirical study carried out in a country where STEM education does not have a tradition, and the content and didactics of mathematics are typically studied separately from the content and didactics of biology. In that context, we focus on analogies in the conceptual structure of mathematics and biology, and study how prospective mathematics and biology teachers at the end of their professional training perceive them. Specifically, we investigate to what extent these teachers reason analogously when solving analogous mathematics and biology problems and to what extent they are aware of the analogies represented by the problems. The results are presented in the form of a structured system of qualitative categories that can help indicate opportunities for the development of the perception of such analogies and, consequently, for the development of conceptual knowledge in both school subjects made through mutually effective knowledge transfers.

Název v anglickém jazyce

Preservice teachers’ awareness of the existence of analogies in the conceptual structure of mathematics and biology

Popis výsledku anglicky

In this paper, we present an empirical study carried out in a country where STEM education does not have a tradition, and the content and didactics of mathematics are typically studied separately from the content and didactics of biology. In that context, we focus on analogies in the conceptual structure of mathematics and biology, and study how prospective mathematics and biology teachers at the end of their professional training perceive them. Specifically, we investigate to what extent these teachers reason analogously when solving analogous mathematics and biology problems and to what extent they are aware of the analogies represented by the problems. The results are presented in the form of a structured system of qualitative categories that can help indicate opportunities for the development of the perception of such analogies and, consequently, for the development of conceptual knowledge in both school subjects made through mutually effective knowledge transfers.

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

2025

Kód důvěrnosti údajů

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

Název periodika

Research in Mathematics Education

ISSN

1479-4802

e-ISSN

1754-0178

Svazek periodika

27

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

24

Strana od-do

314-337

Kód UT WoS článku

001491417400001

EID výsledku v databázi Scopus

2-s2.0-105012963170