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Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers

Year 2012, Volume: 2 Issue: 1, 1 - 18, 01.06.2012

Abstract

References

  • Abell, S. K., & Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children’s understanding of scientific models. International Journal of Science Education, 17(1), 59-74.
  • Adeniyi, E.O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education, 19(4), 311-316.
  • Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
  • Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27, 761-776.
  • Atwood, R. K. & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of the seasons. Journal of Research in Science Teaching, 33, 553-563.
  • Barman, C. R., Griffiths, A. K., & Okebukola, A.O. (1995). High school students’ concepts regarding food chains and food webs: a multinational study. International Journal of Science Education, 17(6), 775782.
  • Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
  • Beeth, M. (1998). Facilitating conceptual change learning: The need for teachers to support meta-cognition. Journal of Science Teacher Education, 9, 49-61.
  • Begle, E. G. (1972). Teacher knowledge and pupil achievement in algebra (NLSMA Technical Report No. 9). Palo Alto, CA: Stanford University, School Mathematics Study Group.
  • Boyes, E. & Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25(3), 209-213.
  • Brewer, C. A., & Berkowitz, A. (1998). Preliminary results of the ESA survey on ecology in the undergraduate curriculum. Bulletin of the Ecological Society of America, 79, 106-107.
  • Carlsen, W. S., (1991). Effects of New Biology Teachers' Subject-Matter Knowledge on Curricular Planning. Science Education, 75(6), 631-647.
  • Lin, C. & Hu, R. (2003). Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. International Journal of Science Education, 25(12), 1529-1544.
  • D’Avanzo, C. (2003). Research on learning: potential for improving college ecology teaching. Frontiers in Ecology and the Environment, 1(10), 533-540.
  • Demetriou, D., Korfiatis, K., & Constantinou, C. (2009). A ‘bottom up’ approach to food web construction. Journal of Biological Education, 43(4), 181-187.
  • Eisen, Y., & Stavy, R. (1988). Students' understanding of photosynthesis. American Biology Teacher, 50, 208212.
  • Finlay, F., Stewart, J. & Yarroch, W. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66, 530-538.
  • Galegos, L., Jerezano, M., & Flores, F. (1994). Preconceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31(3), 259-272.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Gess-Newsome, J. & Lederman, N. G. (1995). Biology teachers’ perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
  • Gotwals, A.W. & Songer, N.B. (2009). Reasoning up and down a food chain: using an assessment framework to investigate students’ middle knowledge. Science Education, 94, 259-281.
  • Grigg, W., Lauko, M., & Brockway, D. (2006). The nation’s report card: Science 2005 (NCES 2006-466). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office. Retrieved November 10th, 2007, from http://nationsreportcard.gov/ science_2005/
  • Grossman, P. L. (1995). Teachers’ knowledge. In L. W. Anderson (Ed). International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Oxford: Elsevier Science.
  • Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon Press.
  • Grotzner, T.A., & Basca, B.B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biological Education, 38(1) 16-29.
  • Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11, 273-292.
  • Hogan, K. (2000). Assessing students’ systems reasoning in ecology. Journal of Biological Education, 35(1), 2228.
  • Hunkler, R. F. (1968). Achievement of sixth grade pupils in modern mathematics as related to their teachers’ math preparation. Unpublished doctoral dissertation, Texas A & M University, College Station.
  • Johnson, P. (1998). Progression in children’s understanding of a “basic” particle theory: A longitudinal study. International Journal of Science Education, 20, 393-412.
  • Krall, R. M., Lott, K. H., & Wymer, C.L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20, 41-55.
  • Leach, J. Driver, R., Scott, P., & Wood-Robinson, C. (1996). Children’s ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18, 19-34.
  • Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
  • Lord, T. R. (1997). A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21(3), 197-216.
  • Louks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-8.
  • Mak, Y., Yip, D.Y., & Chung, C.M. (1999). Alternative conceptions in biology-related topics of integrated science teachers and implications for teacher education. Journal of Science Education and Technology, 8(2), 161-170.
  • McDermott, L.C. (1991). Milikan Lecture 1990: What we teach and what is learned: Closing the gap. American Journal of Physics, 59, 301 – 315.
  • McDermott, L., Heron, P., Shaffer, P., & Stetzer, M. (2006). Improving the preparation of K-12 teachers through physics education research. American Journal of Physics, 74, 763-767.
  • Munson, B. H. (1991). Relationships between an individual's conceptual ecology and the individual's conceptions of ecology. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
  • Munson, B. H. (1994). Ecological misconceptions. Journal of Environmental Education, 25(4), 30-34.
  • National Center for Education Statistics (2011). The Nation’s Report Card: Science 2009 (NCES 2011–451). Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
  • National Research Council. (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • National Research Council. (1996). National science education standards. Washington, DC: The National Academies Press.
  • Nazario, G. M, Burrowes, P. A., & Rodriquez, J. (2002). Persisting misconceptions: Using pre-and post-tests to identify biological misconceptions. Journal of College Science Teaching, 31, 292-296.
  • Nott, M. & Wellington, J. (1996). Probing teachers’ views of the nature of science: How should we do it and where should we be looking? In G. Welford, J. Osborne & P. Scott (Eds.), Research in Science Education in Europe (pp. 283-295). London: Falmer Press.
  • Osborne, R., & Freyberg, O. (1985). Learning in science: The implications of children’s science. Auckland, NZ: Heinemann.
  • Ozay, E., & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37, 68-70.
  • Ӧzkan, Ӧ., Tekkaya, C., & Geban, Ӧ. (2004). Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95-105).
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57(1), 1-22.
  • Simpson, M., & Arnold, B. (1982). The inappropriate use of subsumers in biology learning. European Journal of Science Education, 4, 173-183.
  • Smith, D.C., & Neale, D.C. (1989). The construction of subject-matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.
  • Smith, E. L., & Anderson, C. W. (1986). Alternative student conception of matter cycling in ecosystems. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA, April.
  • Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.
  • Tretter, T. R., Moore, B. D., Brown, S. L., Saderholm, J.C., Kemp, A. C., & Bush, W. S. (2005, January). Structure and Characteristics of Physical Science Assessments Designed for Middle School Teachers. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs.
  • Trundle, K. C., Atwood, R. A, & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.
  • Vosniadou, S. (2007). The congnitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55 – 66.
  • Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E. (2001). Designing Learning Environments to Promote Conceptual Change in Science. Learning and Instruction, 11(4-5), 381 – 419.
  • Webb, P., & Boltt, G. (1990). Food chain to food web: A natural progression? Journal of Biological Education, 24(3), 187.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
  • Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology teaching. International Journal of Science Education, 20(4), 461-477.
Year 2012, Volume: 2 Issue: 1, 1 - 18, 01.06.2012

Abstract

References

  • Abell, S. K., & Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children’s understanding of scientific models. International Journal of Science Education, 17(1), 59-74.
  • Adeniyi, E.O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education, 19(4), 311-316.
  • Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
  • Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27, 761-776.
  • Atwood, R. K. & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of the seasons. Journal of Research in Science Teaching, 33, 553-563.
  • Barman, C. R., Griffiths, A. K., & Okebukola, A.O. (1995). High school students’ concepts regarding food chains and food webs: a multinational study. International Journal of Science Education, 17(6), 775782.
  • Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
  • Beeth, M. (1998). Facilitating conceptual change learning: The need for teachers to support meta-cognition. Journal of Science Teacher Education, 9, 49-61.
  • Begle, E. G. (1972). Teacher knowledge and pupil achievement in algebra (NLSMA Technical Report No. 9). Palo Alto, CA: Stanford University, School Mathematics Study Group.
  • Boyes, E. & Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25(3), 209-213.
  • Brewer, C. A., & Berkowitz, A. (1998). Preliminary results of the ESA survey on ecology in the undergraduate curriculum. Bulletin of the Ecological Society of America, 79, 106-107.
  • Carlsen, W. S., (1991). Effects of New Biology Teachers' Subject-Matter Knowledge on Curricular Planning. Science Education, 75(6), 631-647.
  • Lin, C. & Hu, R. (2003). Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. International Journal of Science Education, 25(12), 1529-1544.
  • D’Avanzo, C. (2003). Research on learning: potential for improving college ecology teaching. Frontiers in Ecology and the Environment, 1(10), 533-540.
  • Demetriou, D., Korfiatis, K., & Constantinou, C. (2009). A ‘bottom up’ approach to food web construction. Journal of Biological Education, 43(4), 181-187.
  • Eisen, Y., & Stavy, R. (1988). Students' understanding of photosynthesis. American Biology Teacher, 50, 208212.
  • Finlay, F., Stewart, J. & Yarroch, W. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66, 530-538.
  • Galegos, L., Jerezano, M., & Flores, F. (1994). Preconceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31(3), 259-272.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Gess-Newsome, J. & Lederman, N. G. (1995). Biology teachers’ perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
  • Gotwals, A.W. & Songer, N.B. (2009). Reasoning up and down a food chain: using an assessment framework to investigate students’ middle knowledge. Science Education, 94, 259-281.
  • Grigg, W., Lauko, M., & Brockway, D. (2006). The nation’s report card: Science 2005 (NCES 2006-466). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office. Retrieved November 10th, 2007, from http://nationsreportcard.gov/ science_2005/
  • Grossman, P. L. (1995). Teachers’ knowledge. In L. W. Anderson (Ed). International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Oxford: Elsevier Science.
  • Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon Press.
  • Grotzner, T.A., & Basca, B.B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biological Education, 38(1) 16-29.
  • Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11, 273-292.
  • Hogan, K. (2000). Assessing students’ systems reasoning in ecology. Journal of Biological Education, 35(1), 2228.
  • Hunkler, R. F. (1968). Achievement of sixth grade pupils in modern mathematics as related to their teachers’ math preparation. Unpublished doctoral dissertation, Texas A & M University, College Station.
  • Johnson, P. (1998). Progression in children’s understanding of a “basic” particle theory: A longitudinal study. International Journal of Science Education, 20, 393-412.
  • Krall, R. M., Lott, K. H., & Wymer, C.L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20, 41-55.
  • Leach, J. Driver, R., Scott, P., & Wood-Robinson, C. (1996). Children’s ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18, 19-34.
  • Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
  • Lord, T. R. (1997). A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21(3), 197-216.
  • Louks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-8.
  • Mak, Y., Yip, D.Y., & Chung, C.M. (1999). Alternative conceptions in biology-related topics of integrated science teachers and implications for teacher education. Journal of Science Education and Technology, 8(2), 161-170.
  • McDermott, L.C. (1991). Milikan Lecture 1990: What we teach and what is learned: Closing the gap. American Journal of Physics, 59, 301 – 315.
  • McDermott, L., Heron, P., Shaffer, P., & Stetzer, M. (2006). Improving the preparation of K-12 teachers through physics education research. American Journal of Physics, 74, 763-767.
  • Munson, B. H. (1991). Relationships between an individual's conceptual ecology and the individual's conceptions of ecology. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
  • Munson, B. H. (1994). Ecological misconceptions. Journal of Environmental Education, 25(4), 30-34.
  • National Center for Education Statistics (2011). The Nation’s Report Card: Science 2009 (NCES 2011–451). Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
  • National Research Council. (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • National Research Council. (1996). National science education standards. Washington, DC: The National Academies Press.
  • Nazario, G. M, Burrowes, P. A., & Rodriquez, J. (2002). Persisting misconceptions: Using pre-and post-tests to identify biological misconceptions. Journal of College Science Teaching, 31, 292-296.
  • Nott, M. & Wellington, J. (1996). Probing teachers’ views of the nature of science: How should we do it and where should we be looking? In G. Welford, J. Osborne & P. Scott (Eds.), Research in Science Education in Europe (pp. 283-295). London: Falmer Press.
  • Osborne, R., & Freyberg, O. (1985). Learning in science: The implications of children’s science. Auckland, NZ: Heinemann.
  • Ozay, E., & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37, 68-70.
  • Ӧzkan, Ӧ., Tekkaya, C., & Geban, Ӧ. (2004). Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95-105).
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57(1), 1-22.
  • Simpson, M., & Arnold, B. (1982). The inappropriate use of subsumers in biology learning. European Journal of Science Education, 4, 173-183.
  • Smith, D.C., & Neale, D.C. (1989). The construction of subject-matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.
  • Smith, E. L., & Anderson, C. W. (1986). Alternative student conception of matter cycling in ecosystems. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA, April.
  • Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.
  • Tretter, T. R., Moore, B. D., Brown, S. L., Saderholm, J.C., Kemp, A. C., & Bush, W. S. (2005, January). Structure and Characteristics of Physical Science Assessments Designed for Middle School Teachers. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs.
  • Trundle, K. C., Atwood, R. A, & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.
  • Vosniadou, S. (2007). The congnitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55 – 66.
  • Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E. (2001). Designing Learning Environments to Promote Conceptual Change in Science. Learning and Instruction, 11(4-5), 381 – 419.
  • Webb, P., & Boltt, G. (1990). Food chain to food web: A natural progression? Journal of Biological Education, 24(3), 187.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
  • Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology teaching. International Journal of Science Education, 20(4), 461-477.
There are 60 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ashlie M. Beals This is me

Rebecca Mcnall Krall This is me

Carol L. Wymer This is me

Publication Date June 1, 2012
Published in Issue Year 2012 Volume: 2 Issue: 1

Cite

APA Beals, A. M., Krall, R. M., & Wymer, C. L. (2012). Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers. International Journal Of Biology Education, 2(1), 1-18.
AMA Beals AM, Krall RM, Wymer CL. Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers. International Journal Of Biology Education. June 2012;2(1):1-18.
Chicago Beals, Ashlie M., Rebecca Mcnall Krall, and Carol L. Wymer. “Energy Flow through an Ecosystem: Conceptions of In-Service Elementary and Middle School Teachers”. International Journal Of Biology Education 2, no. 1 (June 2012): 1-18.
EndNote Beals AM, Krall RM, Wymer CL (June 1, 2012) Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers. International Journal Of Biology Education 2 1 1–18.
IEEE A. M. Beals, R. M. Krall, and C. L. Wymer, “Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers”, International Journal Of Biology Education, vol. 2, no. 1, pp. 1–18, 2012.
ISNAD Beals, Ashlie M. et al. “Energy Flow through an Ecosystem: Conceptions of In-Service Elementary and Middle School Teachers”. International Journal Of Biology Education 2/1 (June 2012), 1-18.
JAMA Beals AM, Krall RM, Wymer CL. Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers. International Journal Of Biology Education. 2012;2:1–18.
MLA Beals, Ashlie M. et al. “Energy Flow through an Ecosystem: Conceptions of In-Service Elementary and Middle School Teachers”. International Journal Of Biology Education, vol. 2, no. 1, 2012, pp. 1-18.
Vancouver Beals AM, Krall RM, Wymer CL. Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers. International Journal Of Biology Education. 2012;2(1):1-18.