Next Article in Journal
The Relationship between Free Time Satisfaction and Stress Levels of Elite-Level Student-Wrestlers
Next Article in Special Issue
Undergraduate Biology Students’ Teleological and Essentialist Misconceptions
Previous Article in Journal
Using Restorative Practices to Prepare Teachers to Meet the Needs of Young Adolescents
Previous Article in Special Issue
Biology Education: The Value of Taking Student Concerns Seriously
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(3), 132; https://doi.org/10.3390/educsci8030132

Understanding Plant Nutrition—The Genesis of Students’ Conceptions and the Implications for Teaching Photosynthesis

Department of Science Education, University of Bamberg, Markusplatz 3, 96047 Bamberg, Germany
*
Author to whom correspondence should be addressed.
Received: 30 June 2018 / Revised: 24 August 2018 / Accepted: 24 August 2018 / Published: 30 August 2018
(This article belongs to the Special Issue Biology Education)
Full-Text   |   PDF [647 KB, uploaded 30 August 2018]   |  

Abstract

Plant nutrition and photosynthesis is one of the most difficult issues teachers are confronted with in science classes. This can be due to alternative conceptions students’ hold, which are often profoundly contrary to their scientific counterparts. Consequently, fruitful learning environments should build on learners’ alternative conceptions to initiate conceptual change towards a more scientific understanding. In this qualitative case study, high-school students’ pre-instructional conceptions about plant nutrition were identified empirically. Afterwards these students were exposed to the van-Helmont experiment in order to create a cognitive conflict. The learning processes and signs of conceptual change were identified using Qualitative Content Analysis. The results show that the van-Helmont experiment does not trigger conceptual change but reinforces students’ pre-instructional conceptions. Ultimately, a cognitive-linguistic analysis using Conceptual Metaphor Theory was conducted. Interestingly, underlying embodied conceptions and image schemas about human nutrition became evident. These thinking patterns were used metaphorically and, therefore, can be seen as the basis to understand plant nutrition. As a result, we propose a reverse approach of teaching photosynthesis and nutrition. Our Dissimilation-Before-Assimilation approach takes learners’ alternative conceptions and underlying image schemas into account in order to promote a fruitful learning of the concepts of plant nutrition. View Full-Text
Keywords: students’ conceptions; plant nutrition; photosynthesis; conceptual change; Conceptual Metaphor Theory students’ conceptions; plant nutrition; photosynthesis; conceptual change; Conceptual Metaphor Theory
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Messig, D.; Groß, J. Understanding Plant Nutrition—The Genesis of Students’ Conceptions and the Implications for Teaching Photosynthesis. Educ. Sci. 2018, 8, 132.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top