Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-02-22 DOI:10.1007/s11165-024-10156-7

Ifeyinwa Uke, Jazlin Ebenezer, Osman Nafiz Kaya

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Abstract

This mixed-methods research study aimed to observe the changes in relational conceptual changes and achievement in photosynthesis and cellular respiration in 15 seventh-grade students using the variation theory of learning, a framework for contextual distinctions, and supports the Common Knowledge Construction Model (CKCM) for science education. The strategy used was prediction-observation-explanation, where students wrote and drew to express their macroscopic and sub-microscopic concepts, depicting any changes. Pre- and post-assessment tests were given to measure achievement in science. Through phenomenography analysis, five descriptive categories were generated for photosynthesis and nine for cellular respiration, revealing variations within and between students' ideas. Statistical tests showed significant improvements (p < .001) in photosynthesis and cellular respiration knowledge after implementing the CKCM learning sequence, with scores increasing from 37 to 77% and 33% to 72%, respectively. These findings suggest that inquiry-based learning based on relational conceptual change, guided by variation theory and an understanding of the nature of science, can lead to a deeper understanding of scientific explanations and improve overall science achievement.

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七年级学生的关系概念变化与科学成就：光合作用和细胞呼吸二重奏

这项混合方法研究旨在利用学习变异理论、情境区分框架和支持科学教育的共同知识建构模型（CKCM），观察 15 名七年级学生在光合作用和细胞呼吸方面的关系概念变化和成绩变化。所采用的策略是预测-观察-解释，学生通过书写和绘画来表达他们的宏观和亚微观概念，并描述任何变化。通过前后评估测试来衡量学生的科学成绩。通过现象学分析，光合作用产生了五个描述性类别，细胞呼吸产生了九个描述性类别，揭示了学生想法内部和之间的差异。统计测试表明，在实施 CKCM 学习序列后，学生对光合作用和细胞呼吸知识的掌握有了明显改善（p < .001），得分率分别从 37% 提高到 77%，从 33% 提高到 72%。这些研究结果表明，在变异理论和对科学本质的理解的指导下，基于关系概念变化的探究式学习可以加深对科学解释的理解，提高整体科学成绩。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.