Self-generated analogical models of respiratory pathways

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Self-generated analogical models have emerged recently as alternatives to teacher-supplied analogies and seem to have good potential to promote deep learning and scientific thinking. However, studies of the ways and contexts in which students generate these models are still too limited to allow a fuller appraisal of these models’ effectiveness in enhancing conceptual learning in science. This study explores how biology students aged 15–17 generated physical concrete models to represent their understanding of the respiration pathway after learning about it through a conventional flow diagram model. The analogies portrayed in students’ self-generated models provide teachers with a supplementary channel to explore students’ conceptual understandings of this complicated topic and allow students to reflect on ways in which the abstract pathway portrayed in textbooks actually makes sense to them. Copyright © 2014 Society of Biology.
Original languageEnglish
Pages (from-to)370-384
JournalJournal of Biological Education
Volume49
Issue number4
Early online dateOct 2014
DOIs
Publication statusPublished - 2015

Fingerprint

Students
students
Learning
learning
teachers
student
Textbooks
teacher
cell respiration
Respiration
textbook
biology
Biological Sciences
science

Citation

Lee, Y. C. (2015). Self-generated analogical models of respiratory pathways. Journal of Biological Education, 49(4), 370-384.

Keywords

  • Physical models
  • Analogy
  • Respiratory pathways
  • Analogical reasoning
  • Self-generated models