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Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

Freudenthal Institute, Utrecht University, 3584 CC Utrecht, The Netherlands
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Educ. Sci. 2018, 8(3), 129; https://doi.org/10.3390/educsci8030129
Received: 16 July 2018 / Revised: 14 August 2018 / Accepted: 21 August 2018 / Published: 24 August 2018
(This article belongs to the Special Issue Biology Education)
Heredity is a biological phenomenon that manifests itself on different levels of biological organization. The yo-yo learning and teaching strategy, which draws on the hierarchy of life, has been developed to tackle the macro-micro problem and to foster coherent understanding of genetic phenomena. Its wider applicability was suggested and since then yo-yo learning seems to be noticed in the biology education research community. The aim of this paper is to reappraise yo-yo thinking in biology education research based on its uptake and any well-considered adaptations by other researchers in the past fifteen years. Based on a literature search we identified research that explicitly and substantially build on the characteristics of yo-yo thinking. Seven questions guided the analysis of chosen cases focussing on how key concepts are matched to levels of biological organization, interrelated, and embedded in a pattern of explanatory reasoning. The analysis revealed that yo-yo thinking as a heuristic of systems thinking has been an inspiring idea to promote coherent conceptual understanding of various biological phenomena. Although, selective use has been made of the yo-yo strategy, the strategy was also further elaborated to include the molecular level. Its functioning as a meta-cognitive tool requires more specification, and teachers’ perceptions and experiences regarding yo-yo thinking should be addressed in future studies. View Full-Text
Keywords: systems thinking; levels of biological organization; genetics; conceptual coherence; explanatory reasoning; yo-yo learning; metacognition systems thinking; levels of biological organization; genetics; conceptual coherence; explanatory reasoning; yo-yo learning; metacognition
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MDPI and ACS Style

Knippels, M.-C.P.J.; Waarlo, A.J. Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal. Educ. Sci. 2018, 8, 129. https://doi.org/10.3390/educsci8030129

AMA Style

Knippels M-CPJ, Waarlo AJ. Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal. Education Sciences. 2018; 8(3):129. https://doi.org/10.3390/educsci8030129

Chicago/Turabian Style

Knippels, Marie-Christine P.J., and Arend J. Waarlo. 2018. "Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal" Education Sciences 8, no. 3: 129. https://doi.org/10.3390/educsci8030129

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