Phases of Progression: Students’ meaning-making of Epigenetic Visual Representations within and between Levels of Organization

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-09-25 DOI:10.1007/s11165-024-10196-z
Annika Thyberg, Konrad Schönborn, Niklas Gericke
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Abstract

This study investigates the progression of students’ meaning-making of epigenetic phenomena while discussing multiple visual representations depicted at different levels of biological organization. Semi-structured focus group sessions involving ninth-grade students (aged 15-16) from a Swedish lower secondary school were video recorded. Students’ meaning-making with regard to form, function and transfer of scientific ideas was explored by analyzing students’ physical pointing and verbal utterances while interacting with and discussing the epigenetic visual representations. The study uncovered four phases of progression in students’ meaning-making. In phase 1, students’ focus is on unpacking scientific ideas within a single representation. In phase 2, students apply and transfer scientific ideas between different visual representations at the same organizational level. In phase 3, their meaning-making develops into linking between various levels of organization. Here, downward linking, from higher to lower levels, relies on form descriptions that limit the transfer of scientific ideas. In contrast, upward linking, from lower to higher organizational levels, relies on both descriptions of form and functional explanations, which facilitates the transfer of scientific ideas. Finally, in Phase 4, and manifested as “yo-yo reasoning”, students engage in a dynamic and repeated process of downward and upward linking that expresses a coherent understanding of epigenetics. The study findings underscore the significance of recognizing progression phases in facilitating students’ meaning-making of multiple representations of epigenetic phenomena. Future research could expand on these insights by investigating students’ meaning-making across other science education domains.

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进步的阶段:学生在组织层次内和组织层次间对表观视觉表征的意义建构
本研究调查了学生在讨论描述不同层次生物组织的多种视觉表征时对表观遗传现象的意义建构过程。对瑞典一所初中九年级学生(15-16 岁)参加的半结构式焦点小组会议进行了录像。通过分析学生在与表观遗传视觉表征互动和讨论时的肢体指向和语言表达,探讨了学生在科学思想的形式、功能和传递方面的意义建构。研究发现了学生意义建构的四个进展阶段。在第一阶段,学生的重点是在单一表象中解读科学思想。在第二阶段,学生在同一组织层次的不同视觉表象之间应用和迁移科学思想。在第 3 阶段,他们的意义建构发展为不同组织层次之间的联系。在这一阶段,从较高层次到较低层次的向下链接依赖于形式描述,这限制了科学思想的传递。与此相反,从较低组织层次到较高组织层次的向上联系既依赖于形式描述,也依赖于功能解释,这有利于科学思想的传递。最后,在第四阶段,表现为 "溜溜球推理",学生参与了一个动态和重复的向下和向上链接过程,表达了对表观遗传学的连贯理解。研究结果强调了认识进展阶段在促进学生对表观遗传现象的多种表征进行意义建构方面的重要意义。未来的研究可以通过调查学生在其他科学教育领域的意义建构来扩展这些见解。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
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.
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