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What is intended, what is realized, and what is learned?: teaching and learning biology in the primary school classroom
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-0748-790X
2008 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 19, no 3, p. 211-233Article in journal (Refereed) Published
Abstract [en]

Within the framework of variation theory, 7- to 12-year-old students' ways of understanding cellular respiration and photosynthesis were investigated against the background of their teachers' teaching. Eighteen students were selected by the teachers and interviewed by the researcher. Lessons were observed and video recorded, and stimulated-recall interviews with the teachers were conducted. The students' understanding of the function of oxygen and sugar in plants was described in four categories. The study concludes that young students can develop complex understanding if opportunities to learn are presented. The opportunities depended mainly on the language used by the teachers, such as metaphors, pointing out critical aspects of the object of learning. The study has implications for the relationship between teachers' competence and students' learning.

Place, publisher, year, edition, pages
2008. Vol. 19, no 3, p. 211-233
National Category
Geochemistry
Research subject
Applied Geology
Identifiers
URN: urn:nbn:se:ltu:diva-14944DOI: 10.1007/s10972-008-9090-yScopus ID: 2-s2.0-43049168906Local ID: e6304c20-1853-11dd-9a8f-000ea68e967bOAI: oai:DiVA.org:ltu-14944DiVA, id: diva2:987917
Note
Validerad; 2008; 20080502 (cefa)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Vikström, Anna

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