Epistemological biology teaching: Bringing the Theory of Didactical Situations in to biology education

Bidragets oversatte titel: Epistemologisk biologiundervisning: En indføring af Teorien om Didaktiske Situationer i biologiundervisningen

Morten Rask Petersen

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskning

Abstrakt

This poster presents some theoretical considerations and preliminary results on a study of interest development in science education among students in upper secondary school. The purpose of the study is to present new angles in to the science lessons in order to make the students more interested in science.
The poster presents a model for developing and planning lessons in science education. This model is developed with inspiration from the French Theory of Didatical Situations (TDS) which is an empirical tested theory for mathematics education. The entrance to students’ interest goes through subject specific progression.
This presentation specifically addresses the subject specific progression. The question on how this progression could lead to an interest development is discussed elsewhere.
I my work I use a Darwinian landscape to track student progression, and I use semi-structured interviews as follow up. Here I present the students view on the didactical setting and their own subject specific progression. The students are Upper Secondary students and the subject they worked on was natural selection.
Bidragets oversatte titelEpistemologisk biologiundervisning: En indføring af Teorien om Didaktiske Situationer i biologiundervisningen
OriginalsprogEngelsk
Publikationsdato23. jun. 2011
Antal sider1
StatusUdgivet - 23. jun. 2011
BegivenhedHow Science Works and How to Teach It - Aarhus, Danmark
Varighed: 23. jun. 201125. jun. 2011

Workshop

WorkshopHow Science Works and How to Teach It
Land/OmrådeDanmark
ByAarhus
Periode23/06/201125/06/2011

Citationsformater