Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ962571 - Diagnosing Students' Understanding of Energy and Its Related Concepts in Biological Context

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ962571
Title:	Diagnosing Students' Understanding of Energy and Its Related Concepts in Biological Context
Authors:	Chabalengula, Vivien Mweene; Sanders, Martie; Mumba, Frackson
Descriptors:	Test Items; Energy Conservation; Diagnostic Tests; Energy; Botany; Biology; Universities; Foreign Countries; Undergraduate Students; Student Attitudes; Investigations; Research; Scientific Concepts; Feedback (Response); Science Education
Source:	International Journal of Science and Mathematics Education, v10 n2 p241-266 Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-04-00
Pages:	26
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study diagnosed the understanding about energy and biological-context energy concepts held by 90 first-year South African university biology students. In particular, students' explanations of energy in a biological context, how energy is involved in different biological situations and whether energy is present and what types of energy are involved in diagrams depicting biological phenomena were investigated. The pencil-and-paper diagnostic test, specifically designed for this study, was used to elicit students' understanding using test items involving biological phenomena. The results showed that many students had problems in understanding energy and energy-related concepts in the following areas: First, the majority of the students provided "definitions" of energy rather than the "explanations" they were asked to provide, and the definition could have been rote-learned. Second, although nearly all students knew the energy conservation principle (energy cannot be created or destroyed), many of them were unable to apply this concept to biological contexts. Third, many students erroneously claimed that the energy for metabolism and life processes is made available during photosynthesis in plants, during digestion in animals or that this energy comes "directly" from the sun. Fourth, about two thirds of the students erroneously indicated that there is no energy involved/present in inanimate objects such as a statue. The implications for the teaching and learning of energy and its related concepts and recommendations for further research are discussed.
Abstractor:	As Provided
Reference Count:	47

Note:	N/A
Identifiers:	South Africa
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1571-0068
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1007/s10763-011-9291-2

Back to Search Results