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Students’ meaning-making of epigenetic visual representations: An exploration within and between levels of biological organization
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Science, Mathematics and Engineering Education Research (SMEER). Karlstads Universitet.ORCID-id: 0000-0002-8814-8258
2024 (Engelska)Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis explores lower secondary students’ meaning-making of epigenetic visual representations within and between biological organization levels. Data obtained from five focus group discussions where students indicated and reasoned about eight epigenetic visual representations were explored. By analyzing students’ interactions with multiple visual representations, and the impact of linking and reasoning patterns on their meaning-making, the research contributes insights to the learning of epigenetics. 

Epigenetics, which is gaining rapid importance in emerging biology curricula, is communicated at different biological organization levels, and serves as the meaning-making context explored in the thesis. A compelling biology didactics context, where students are required to reason with multiple representations depicted within and between organizational levels to make meaning about epigenetics.

The thesis uncovers three primary findings. First, four linking patterns in students’ meaning-making across and between organizational levels using various visual representations are illuminated. Second, five visual characteristics that influence students’ linking within and between levels were discerned. Third, students’ meaning-making processes were observed to emerge through four phases, which involved form and function attributes of the visual representations, and the transfer of scientific ideas across representations.

 

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2024. , s. 81
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2024:2
Nyckelord [en]
Biological organization levels, Genetics education, Learning progression, Meaning-making of epigenetics, Secondary school, Visual representations, Yo-yo reasoning
Nationell ämneskategori
Biologiska vetenskaper Didaktik
Forskningsämne
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-98115ISBN: 978-91-7867-428-2 (tryckt)ISBN: 978-91-7867-429-9 (digital)OAI: oai:DiVA.org:kau-98115DiVA, id: diva2:1830255
Presentation
2024-03-08, Sjöströmsalen (1B 309), Karlstads universitet, Universitetsgatan 2,651 88 Karlstads universitet, Karlstad, 10:00 (Svenska)
Opponent
Handledare
Forskningsfinansiär
VetenskapsrådetKarlstads universitet
Anmärkning

Article 1 published in thesis as manuscript, now published.

Tillgänglig från: 2024-02-19 Skapad: 2024-01-22 Senast uppdaterad: 2024-03-05Bibliografiskt granskad
Delarbeten
1. Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organization
Öppna denna publikation i ny flik eller fönster >>Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organization
2024 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual representations as part of semi-structured focus groups. We investigated students’ meaning-making of the multiple visual representations by analysing their indications through physical pointing and accompanying verbal utterances. The analysis revealed meaning-making and the nature of linking between levels of organisation in four distinct patterns, namely intra horizontal linking, inter horizontal linking, one level vertical linking and two level vertical linking. In addition, five different visual characteristics of the multiple visual representations emerged as influencing students’ reasoning while linking between different organisation levels: multiple visual representations, salient visual features, analogous visual features, familiar visual elements, and textual adjuncts. The study shows that multiple visual representations at different levels of organisation can support students’ meaning-making of epigenetics, indicating that this way of communicating can be transferable to other biological domains. Potential implications for future research and teaching practice are provided.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2024
Nyckelord
Levels of biological organization, Visual representations, Yo-yo reasoning
Nationell ämneskategori
Pedagogiskt arbete Biologiska vetenskaper
Forskningsämne
Biologi; Ämnesdidaktik; Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-98112 (URN)10.1080/09500693.2023.2289175 (DOI)001175943300001 ()2-s2.0-85186465030 (Scopus ID)
Forskningsfinansiär
VetenskapsrådetKarlstads universitet
Tillgänglig från: 2024-01-22 Skapad: 2024-01-22 Senast uppdaterad: 2024-04-04Bibliografiskt granskad
2. Phases of Progression: Students’ meaning-making of epigenetic visual representations within and between levels of organization
Öppna denna publikation i ny flik eller fönster >>Phases of Progression: Students’ meaning-making of epigenetic visual representations within and between levels of organization
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nationell ämneskategori
Biologiska vetenskaper Didaktik
Forskningsämne
Biologi; Ämnesdidaktik; Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-98114 (URN)
Forskningsfinansiär
VetenskapsrådetKarlstads universitet
Tillgänglig från: 2024-01-22 Skapad: 2024-01-22 Senast uppdaterad: 2024-02-29Bibliografiskt granskad

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Thyberg, Annika

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Institutionen för miljö- och livsvetenskaper (from 2013)Science, Mathematics and Engineering Education Research (SMEER)
Biologiska vetenskaperDidaktik

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