Promoting the development of students’ coherence of biological concepts

One of the major goals in biology education is to improve coherency of students’ cognitive networks of biological concepts. The degree in which these networks are coherent determine if students are able to apply concepts to a variety of contexts. However, numerous studies have reported problems concerning students development of a coherent conceptual understanding in biology This research project aims to contribute to theories on learning and teaching processes in order to promote students’ conceptual coherence and to propose empirically proven guidelines for future design activities. The question: how can learning-teaching (LT)-activities be structured in order to promote students’ development of conceptual coherence, is answered by designing a context-based module containing promising LT-activities: teacher-student discussions in classroom; concept mapping; and writing activities. Moreover, a scenario was designed in which the intended LT-activities have been described and justified in detail, including the expected learning outcome. The module, on the topic of energy and carbon transforming processes in plants and animals (photosynthesis, biosynthesis and respiration) was executed in a 10th grade biology class during 11 lessons. Collected products from students, classroom observations and focus group interviews were analysed in two steps: first, students’ learning outcomes were determined at several moments by using a measuring instrument. This instrument was based on the number and type of students expressions of coherence as depicted in a reference concept map. Second, learning outcomes were compared with expectations as described in the scenario. Classroom recordings and interviews were used as main data sources to find explanations for both expected and unexpected learning outcomes. Preliminary results showed that all students improved in their ability to relate concepts. For concept development the following aspects during classroom discussions seemed essential: take students prior knowledge (uncovered by teacher questioning) as a starting point to introduce a concept, introduce concepts gradually and with a reason, repeat important concepts and propositions frequently and use visualisations during classroom discussions. The construction of concept maps in groups appeared to challenge students to discuss propositions, to visualise their thinking and to reconstruct their conceptual structure. Comparing interviews before and after this activity showed improvements in students’ ability to relate concepts. Writing assignments seemed to promote conceptual coherence, only for students who start at higher levels of conceptual understanding. Scaffolding the writing process seemed to be an essential aspect. --------------------------------------------------------------------------------