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CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS

Yıl 2015, Cilt: 4 Sayı: 1, 1 - 27, 13.06.2015
https://doi.org/10.20876/ijobed.12279

Öz

Analyzing students' perceptions is essential to the development of studying scientific concepts. In particular, this research investigates students' conceptual understanding of a fundamental biological principle: homeostasis. Homeostasis is difficult to understand as it is both tangible and abstract. The correct perception of homeostasis is necessary to obtain a comprehensive understanding and an in-depth diagnosis of the health of the human body in a variety of physiological conditions such as aging and disease. In order to help students achieve a conceptual understanding of homeostasis, we defined the following eight characteristics: process dynamics, physiological balance, control and regulation, feedback mechanism, environments, dependency between events within a system or a process, multisystems, and levels of organization. The primary goal of this study was to investigate students' perceptions of homeostasis, after studying these characteristics. For this purpose, 93 biology majors in 12thgrade  studied the characteristics of homeostasis. An analysis of the students' responses shows their correct scientific perceptions of the characteristics of homeostasis, but also reveals a great variety of erroneous perceptions. Our results suggest that the division of a scientific principle into its component characteristics may help the teachers in identifying their students' thinking and conceptual understanding of homeostasis.


 

Kaynakça

  • References
  • Ben-Zvi Assaraf, R.,Dodick, J., & Tripto. J. (2013). High school students’ understanding of the human body system. Research in Science Education, 43, 33-56.
  • Boersma, K., Waarlo, A. J., & Klaassen, K. (2011). The feasibility of systems thinking in biology education. Journal of Biological Education, 45(4), 190-197.
  • Buddingh, J. (1996). Working with personal knowledge in biology classrooms on the theme of regulation and homeostasis in living systems. In: K. M. Fisher and M. R.
  • Kirby (Eds.), Knowledge acquisition, organization, and use in biology (pp. 126-134). Berlin: Springer-Verlag.
  • Calabrese, V., Stella, A. M. G., Calvani, M., & Butterfield, D. A. (2006). Acetylcarnitine and cellular stress response: Roles in nutritional redox homeostasis and regulation of longevity genes. Journal of Nutritional of Biochemistry, 17, 73-88.
  • Cannon, W. B. (1929). Organization for physiological homeostasis. Physiological Reviews 9(3), 399-431.
  • Cepni. S, Tas E., & Kose, S. (2006). The effects of computer-assisted material on students' cognitive levels, misconceptions and attitudes towards science. Computers & Education, 46, 192-205.
  • Cheung, A. Y., & Wu, H. M. (2006). Structural and functional compartmentalization in pollen tubes. Journal of Experimental Botany, 58(1), 75-82.
  • Chi, T. H. M. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In: S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum.
  • Chiou, G. L., & Anderson, O.R. (2010). A study of undergraduate physics students' understanding of heat conduction based on mental model theory and an ontology-process analysis. Science Education, 94, (825-854).
  • diSessa, A. A. (1988). Knowledge in pieces. In: Constructivism in the Computer Age, ed. G Foreman and P Pufall, Mahwah, NJ: Lawrence Erlbaum, 49-70.
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition Instruct, 10, 105-225.
  • diSessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191.
  • Dreifus, A. & Jungwirth, E. (1990). Macro and micro about the living cell: Which explain what? In: P. L. Linjse, P. Licht, W. De Vos, and A. J. Waarlo, (Eds.), Relating macroscopic phenomena to microscopic particles, a central problem in secondary science education. Proceedings of a Seminar (pp. 107-118). Utrecht, The Netherlands.
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
  • Faber, J. J. (1996). Graphic format for teaching long – Term control of systemic arterial pressure. Advances in Physiology Education, 15(1), s40-s49.
  • Groves, F. H., & Pugh, F. (2002). Cognitive illusions as hindrances to learning complex environmental issues. Journal of Science Education and Technology, 11, 381-390.
  • Hamza, K. M. & Wickman, P. O. (2008). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92, 141-164.
  • Harvey, V., & Sparks, J. (1999). Learning the regulation of peripheral blood flow. Advances in Physiology Education, 22(1), s164-s173.
  • Hiatt, A., Davis, G. K., Trujillo, C., Terry, M., French, D. P., Price, R. M., & Perez, K. E. (2013). Getting to Evo-Devo: Concepts and challenges for students learning evolutionary developmental biology. CBE – Life Science Education, 12, 494-508.
  • Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: some core challenges. The Journal of the Learning Sciences, 15(1), 53-61.
  • Jacobson, M. J., & Wilenski, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11-34.
  • Jensen, L. T., Ajura-Alemaji, M. & Culotta, V. C. (2003). The Saccharomyces cerevisiae high affinity phosphate transporter encoded by PHO84 also functions in Manganese homeostasis. Journal of Biological Chemistry, 278(43), 42036-42040.
  • Klein, S. & Zion, M. (Accepted for publication, 2015). The characteristics of homeostasis – A new perspective on teaching a fundamental principle in biology. School Science Research.
  • Larkin, D. (2012). Misconceptions about "Misconceptions": Pre service secondary science teachers' views on the value and role of student ideas. Science Education, 96, 927-959.
  • Larsson, A., & Hallden O. (2010). A structural view on the emergence of conception: Conceptual change as radical reconstruction of contexts. Science Education, 94, (649-0-664).
  • Leonard, M. J., Kaliowski, S. T. & Andrews, T. C. (2014). Misconceptions yesterday, today, and tomorrow. CBE – Life Science Education, 13, 179-186.
  • Maskiewicz, A. C., Lineback, J. E. (2013). Misconceptions Are “So Yesterday!”. CBE—Life Sciences Education, 12, 352–356.
  • National Research Council [NRC]. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: The National Academies Press.
  • Nazario, G. M., Burrowers, P. A., & Rodriguez, J. (2002). Persisting misconceptions. Journal of College Science Teaching, 31(5), 292-296.
  • Pelaez, N. J., Boyd, D. D., Rojas, J.B., & Hoover, M. A. (2005). Prevalence of blood circulation misconceptions among prospective elementary teachers. Advances in Physiology Education, 29, 172-181.
  • Prewitt, R. L. (1999). Teaching vascular adaptation to mechanical stress. Advances in Physiology Education, 22(1), s211-s213.
  • Reimann, S. (1996). Homeostasis and stability. Retrieved from http://www.math.uni-bielefeld.de/~bibos/preprints/bibos97-773.pdf
  • Reimeier, T., & Gropengeber, H. (2008). On the roots of difficulties in learning about cell division: Process-based analysis of students' conceptual development in teaching experiments. International Journal of Science Education, 30(7), 923-939.
  • Riess, W., & Mischo, C. (2010). Promoting system thinking through biology lessons. International Journal of Science Education, 32(6), (705-725).
  • Robertson, D., Jordan, D., Jacob, J., Ketch, T., Shannon, J. R., & Biaggioni, I. (2002). Ageing and water homeostasis. Novartis Foundation Symposia, 242, 265-278.
  • Rodenbaugh, D. W., Collins, H., Chen, C. Y., & Dicarlo, S. E. (1999). Construction of model demonstrating cardiovascular principles. Advances in Physiology Education, 22(1), s67-83.
  • Songer, C. J. & Mintzes, J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31(6), 621-637.
  • Sterling, P. (2004). Principles of allostasis: Optimal design predictive regulation, pathophysiology and rational therapeutics. In: J. Schulkin, (Ed.), Allostasis, Homeostasis, and the Costs of Adaptation (pp.17-64). Cambridge University Press. Retrieved June 9, 2015, from http://www.brown.edu/Departments/Human_Development_Center/Roundtable/Sterling.pdf
  • Stewart, J. A. (2006). The detrimental effects of allostasis: Allostatic load as a measure of cumulative stress. Journal of Physiological Anthropology, 25(1), 133-145.
  • Summers, R. L., Woodward, H., Sanders, D. Y., & Hall, J. E. (1996). Graphic analysis for the study of metabolic states. Advances in Physiology Education, 15(1), s81-s87.
  • Tool, G., & Tool, S. (1995). Understanding biology (3rd ed.). Cheltenham, England: Stanley Thornes.
  • Tripto, J., Ben –Zvi Assaraf, R., & Amit, M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3, 245-258.
  • Verhoeff, P. (2003). Towards systems thinking in cell biology education. Tekst. - Proefschrift Universiteit Utrecht. Retrieved June 7, 2015, from
  • http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=1&supportId=1471
  • Westbrook, S.L. (1987). A cross-age of student understanding of four biology concepts. Doctoral dissertation, University of Oklohama. (UMI No. 8804364)
  • Westbrook, S. L., & Marek, E. A. (1992). A cross-age study of student understanding of the concept of homeostasis. Journal of Research in Science Teaching, 29(1), 51-61.
  • White, R.T. (1988). Learning Sciences (pp. 49-77). Oxford, New York: Basil Blackwell.
  • Yates, F. E. (2008). Homeokinetics/Homeodynamics: A physical heuristic for life and complexity. Ecological Psychology, 20, 148-179.
Yıl 2015, Cilt: 4 Sayı: 1, 1 - 27, 13.06.2015
https://doi.org/10.20876/ijobed.12279

Öz

Kaynakça

  • References
  • Ben-Zvi Assaraf, R.,Dodick, J., & Tripto. J. (2013). High school students’ understanding of the human body system. Research in Science Education, 43, 33-56.
  • Boersma, K., Waarlo, A. J., & Klaassen, K. (2011). The feasibility of systems thinking in biology education. Journal of Biological Education, 45(4), 190-197.
  • Buddingh, J. (1996). Working with personal knowledge in biology classrooms on the theme of regulation and homeostasis in living systems. In: K. M. Fisher and M. R.
  • Kirby (Eds.), Knowledge acquisition, organization, and use in biology (pp. 126-134). Berlin: Springer-Verlag.
  • Calabrese, V., Stella, A. M. G., Calvani, M., & Butterfield, D. A. (2006). Acetylcarnitine and cellular stress response: Roles in nutritional redox homeostasis and regulation of longevity genes. Journal of Nutritional of Biochemistry, 17, 73-88.
  • Cannon, W. B. (1929). Organization for physiological homeostasis. Physiological Reviews 9(3), 399-431.
  • Cepni. S, Tas E., & Kose, S. (2006). The effects of computer-assisted material on students' cognitive levels, misconceptions and attitudes towards science. Computers & Education, 46, 192-205.
  • Cheung, A. Y., & Wu, H. M. (2006). Structural and functional compartmentalization in pollen tubes. Journal of Experimental Botany, 58(1), 75-82.
  • Chi, T. H. M. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In: S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum.
  • Chiou, G. L., & Anderson, O.R. (2010). A study of undergraduate physics students' understanding of heat conduction based on mental model theory and an ontology-process analysis. Science Education, 94, (825-854).
  • diSessa, A. A. (1988). Knowledge in pieces. In: Constructivism in the Computer Age, ed. G Foreman and P Pufall, Mahwah, NJ: Lawrence Erlbaum, 49-70.
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition Instruct, 10, 105-225.
  • diSessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191.
  • Dreifus, A. & Jungwirth, E. (1990). Macro and micro about the living cell: Which explain what? In: P. L. Linjse, P. Licht, W. De Vos, and A. J. Waarlo, (Eds.), Relating macroscopic phenomena to microscopic particles, a central problem in secondary science education. Proceedings of a Seminar (pp. 107-118). Utrecht, The Netherlands.
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
  • Faber, J. J. (1996). Graphic format for teaching long – Term control of systemic arterial pressure. Advances in Physiology Education, 15(1), s40-s49.
  • Groves, F. H., & Pugh, F. (2002). Cognitive illusions as hindrances to learning complex environmental issues. Journal of Science Education and Technology, 11, 381-390.
  • Hamza, K. M. & Wickman, P. O. (2008). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92, 141-164.
  • Harvey, V., & Sparks, J. (1999). Learning the regulation of peripheral blood flow. Advances in Physiology Education, 22(1), s164-s173.
  • Hiatt, A., Davis, G. K., Trujillo, C., Terry, M., French, D. P., Price, R. M., & Perez, K. E. (2013). Getting to Evo-Devo: Concepts and challenges for students learning evolutionary developmental biology. CBE – Life Science Education, 12, 494-508.
  • Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: some core challenges. The Journal of the Learning Sciences, 15(1), 53-61.
  • Jacobson, M. J., & Wilenski, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11-34.
  • Jensen, L. T., Ajura-Alemaji, M. & Culotta, V. C. (2003). The Saccharomyces cerevisiae high affinity phosphate transporter encoded by PHO84 also functions in Manganese homeostasis. Journal of Biological Chemistry, 278(43), 42036-42040.
  • Klein, S. & Zion, M. (Accepted for publication, 2015). The characteristics of homeostasis – A new perspective on teaching a fundamental principle in biology. School Science Research.
  • Larkin, D. (2012). Misconceptions about "Misconceptions": Pre service secondary science teachers' views on the value and role of student ideas. Science Education, 96, 927-959.
  • Larsson, A., & Hallden O. (2010). A structural view on the emergence of conception: Conceptual change as radical reconstruction of contexts. Science Education, 94, (649-0-664).
  • Leonard, M. J., Kaliowski, S. T. & Andrews, T. C. (2014). Misconceptions yesterday, today, and tomorrow. CBE – Life Science Education, 13, 179-186.
  • Maskiewicz, A. C., Lineback, J. E. (2013). Misconceptions Are “So Yesterday!”. CBE—Life Sciences Education, 12, 352–356.
  • National Research Council [NRC]. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: The National Academies Press.
  • Nazario, G. M., Burrowers, P. A., & Rodriguez, J. (2002). Persisting misconceptions. Journal of College Science Teaching, 31(5), 292-296.
  • Pelaez, N. J., Boyd, D. D., Rojas, J.B., & Hoover, M. A. (2005). Prevalence of blood circulation misconceptions among prospective elementary teachers. Advances in Physiology Education, 29, 172-181.
  • Prewitt, R. L. (1999). Teaching vascular adaptation to mechanical stress. Advances in Physiology Education, 22(1), s211-s213.
  • Reimann, S. (1996). Homeostasis and stability. Retrieved from http://www.math.uni-bielefeld.de/~bibos/preprints/bibos97-773.pdf
  • Reimeier, T., & Gropengeber, H. (2008). On the roots of difficulties in learning about cell division: Process-based analysis of students' conceptual development in teaching experiments. International Journal of Science Education, 30(7), 923-939.
  • Riess, W., & Mischo, C. (2010). Promoting system thinking through biology lessons. International Journal of Science Education, 32(6), (705-725).
  • Robertson, D., Jordan, D., Jacob, J., Ketch, T., Shannon, J. R., & Biaggioni, I. (2002). Ageing and water homeostasis. Novartis Foundation Symposia, 242, 265-278.
  • Rodenbaugh, D. W., Collins, H., Chen, C. Y., & Dicarlo, S. E. (1999). Construction of model demonstrating cardiovascular principles. Advances in Physiology Education, 22(1), s67-83.
  • Songer, C. J. & Mintzes, J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31(6), 621-637.
  • Sterling, P. (2004). Principles of allostasis: Optimal design predictive regulation, pathophysiology and rational therapeutics. In: J. Schulkin, (Ed.), Allostasis, Homeostasis, and the Costs of Adaptation (pp.17-64). Cambridge University Press. Retrieved June 9, 2015, from http://www.brown.edu/Departments/Human_Development_Center/Roundtable/Sterling.pdf
  • Stewart, J. A. (2006). The detrimental effects of allostasis: Allostatic load as a measure of cumulative stress. Journal of Physiological Anthropology, 25(1), 133-145.
  • Summers, R. L., Woodward, H., Sanders, D. Y., & Hall, J. E. (1996). Graphic analysis for the study of metabolic states. Advances in Physiology Education, 15(1), s81-s87.
  • Tool, G., & Tool, S. (1995). Understanding biology (3rd ed.). Cheltenham, England: Stanley Thornes.
  • Tripto, J., Ben –Zvi Assaraf, R., & Amit, M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3, 245-258.
  • Verhoeff, P. (2003). Towards systems thinking in cell biology education. Tekst. - Proefschrift Universiteit Utrecht. Retrieved June 7, 2015, from
  • http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=1&supportId=1471
  • Westbrook, S.L. (1987). A cross-age of student understanding of four biology concepts. Doctoral dissertation, University of Oklohama. (UMI No. 8804364)
  • Westbrook, S. L., & Marek, E. A. (1992). A cross-age study of student understanding of the concept of homeostasis. Journal of Research in Science Teaching, 29(1), 51-61.
  • White, R.T. (1988). Learning Sciences (pp. 49-77). Oxford, New York: Basil Blackwell.
  • Yates, F. E. (2008). Homeokinetics/Homeodynamics: A physical heuristic for life and complexity. Ecological Psychology, 20, 148-179.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Michal Zion

Sara Klein Bu kişi benim

Yayımlanma Tarihi 13 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 4 Sayı: 1

Kaynak Göster

APA Zion, M., & Klein, S. (2015). CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS. International Journal Of Biology Education, 4(1), 1-27. https://doi.org/10.20876/ijobed.12279
AMA Zion M, Klein S. CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS. International Journal Of Biology Education. Haziran 2015;4(1):1-27. doi:10.20876/ijobed.12279
Chicago Zion, Michal, ve Sara Klein. “CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS”. International Journal Of Biology Education 4, sy. 1 (Haziran 2015): 1-27. https://doi.org/10.20876/ijobed.12279.
EndNote Zion M, Klein S (01 Haziran 2015) CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS. International Journal Of Biology Education 4 1 1–27.
IEEE M. Zion ve S. Klein, “CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS”, International Journal Of Biology Education, c. 4, sy. 1, ss. 1–27, 2015, doi: 10.20876/ijobed.12279.
ISNAD Zion, Michal - Klein, Sara. “CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS”. International Journal Of Biology Education 4/1 (Haziran 2015), 1-27. https://doi.org/10.20876/ijobed.12279.
JAMA Zion M, Klein S. CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS. International Journal Of Biology Education. 2015;4:1–27.
MLA Zion, Michal ve Sara Klein. “CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS”. International Journal Of Biology Education, c. 4, sy. 1, 2015, ss. 1-27, doi:10.20876/ijobed.12279.
Vancouver Zion M, Klein S. CONCEPTUAL UNDERSTANDING OF HOMEOSTASIS. International Journal Of Biology Education. 2015;4(1):1-27.

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