Epistemic functions of models in the teaching and learning process in cytogenetics: an analysis in the context of pre-service biology teachers
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n1p349Keywords:
models, epistemic functions, Biology teaching, cytogeneticsAbstract
In this research, we analyze how pre-service Biology teachers mobilize epistemic functions of models in the teaching and learning processes in cytogenetics. We collected data from an interaction in a group of pre-service Biology teachers in a teaching sequence on cell division that involved the practice of modeling. For analysis, we transcribed situations with greater analytical potential, organized in scenes and teaching episodes. The results indicate that pre-service Biology teachers mobilized different epistemic functions of the models under discussion: (i) representation as showing and representation as standing for; (ii) investigate and predictive; (iii) communicate; (iv) to support scientific arguments and explanations; (v) to simplify and (vi) to provide a conceptual image. Epistemic functions related to the communication of ideas and argumentation expanded opportunities for conceptual doubts and/or alternative views of some concepts to emerge in the interactions. In addition, the study points out implications for science education and the teaching of Biology, especially with regard to the use of modeling not only as an activity of mere manipulation or representation as showing, but as an opportunity to reflect on models as epistemic artifacts by enabling a more authentic experience of scientific practice in teaching contexts.References
Alberts, B., Bray, D., & Johnson, A. (2011). Fundamentos da Biologia Celular São Paulo: Artmed
Armenta, M. C. (2008). Algunas ideias del alumnado de secundaria sobre conceptos básico de genética. Enseñanza de las ciencias, 26(2), 227-244. Recuperado de https://raco.cat/index.php/Ensenanza/article/view/118096
Ayuso, G., & Hernández, E. B. (2002). Alternativas a la enseñanza de la genética en educación secundaria. Enseñanza de las ciencias, 20(1), 133-157. https://10.5565/rev/ensciencias.3983
Barden-Gabbei, L. M. (2006). Demonstrating Biological Principles Efficiently & Effectively: The Overhead Is More than Just a Lighted Chalkboard. The American Biology Teacher, 68(8), 357-361. https://doi.org/10.2307/4452012
Blanco-Anaya, P., Bustamante, J. D., & Mendonça, P. C. C. (2019). Las destrezas argumentativas en la evolucio?n de modelos en una actividad de geologi?a. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16, 3105. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3105
Carvalho, A. M. P. (2006). Uma metodologia de pesquisa para estudar os processos de ensino e aprendizagem em salas de aula Ijuí, RS: Unijuí.
Clark, D. C., & Mathis, P. M. (2000). Modeling Mitosis & Meiosis: A Problem-Solving Activity. The American Biology Teacher, 62(3), 204-206. https://10.2307/4450874
Cláudio, D. S. O., & Mendonça, P. C. C. (2021). Construindo práticas científicas no processo de ensino e aprendizagem do ciclo celular. In L. G. F. (Org.). (Ed.), Ciência em contexto: propostas para construir espaços-tempos de ciência na escola (Vol. 269-297). São Paulo, SP: Na Raiz.
Cohen, C., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London and New York: Routledge.
Diniz-Pereira, J. E. (2011). A prática como componente curricular na formação de professores Revista do centro de educação UFSM, 36(2), 203-218. https://doi.org/10.5902/198464443184
Duda, H. J., & Adpriyadi. (2020). Student's Misconceptions in Concept of Biology Cel. . Anatolian Journal of Education, 5(1), 47-52. https://doi.org/10.29333/aje.2020.515a
Duschl, R. A. (2008). Science education in three-part harmony: balancing conceptual, epistemic and social learning goals. . Review of Research in Education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
Felipe, A. E., Gallarreta, S. C., & Graciela, M. (2005). La modelización en la enseñanza de la biología del desarollo. Revista Electrónica de Enseñanza de las Ciencias, 4(5), 1-32. https://doi.org/10.14483/23448350.12972
Fernández, M. M. F., & Tejada, M. P. J. (2019). Difficulties learning about the cell. Expectations vs. reality. Journal of Biological Education, 53(3), 333-347. https://doi.org/10.1080/00219266.2018.1469542
Franco, L. G., & Munford, D. (2020). O Ensino de Ciências por Investigação em Construção: Possibilidades de Articulações entre os Domínios Conceitual, Epistêmico e Social do Conhecimento Científico em Sala de Aula. Revista Brasileira de Pesquisa em Educação em Ciências, 20. https://doi.org/10.28976/1984-2686rbpec2020u687719
Fuchs, T. T., Bonney, K. M., & Arsenaut, M. (2021). Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
Garimella, U. I., & Robertson, B. M. (2015). Modeling the Shapes of Cells Mathematics Teaching in the Middle School, 21(3), 180-188. https://doi.org/10.5951/mathteacmiddscho.21.3.0180
Gilbert, J. K., & Justi, R. (2016). Modelling-based Teaching in Science Education: Springer International Publishing
Gonzalez-Weil, C., & Harms, U. (2012). Del árbol al cloroplasto: concepciones alternativas de estudiantes de 9º y 10º grado sobre los conceptos «ser vivo» y “célula”. Enseñanza de las ciencias: revista de investigación y experiencias didácticas [en línea], 30(3), 31-52. Recuperado de https://raco.cat/index.php/Ensenanza/article/view/285682
Infante-Malachias, M. E., Padilha, I. Q. D. M., Weller, M., & Santos, S. (2010). Comprehension of basic genetic concepts by brazilian undergraduate students Revista Electrónica de Enseñanza de las Ciencias, 9(3), 657-668. Recuperado de http://reec.webs.uvigo.es/volumenes/volumen9/ART9_Vol9_N3.pdf
Íñiguez Porras, F. J., & Puigcerver, O. M. (2013). Una propuesta didáctiva para la enseñanza de la genética en la Educación Secundaria. Revista Electrónica de Enseñanza de las Ciencias, 9(3), 657-668. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=4541890
Justi, R. (2006). La Ensenãnza de Ciencias Baseada en La Elaboración de Modelos. Enseñanza de las ciencias, 24(2), 173-194. Recuperado de https://raco.cat/index.php/Ensenanza/article/view/75824
Justi, R., & Gilbert, J. K. (2002). Modelling, teachers' views on the nature of modelling, implications for the education of modellers. International Journal of Science Education, 24(4), 369-387. https://doi.org/10.1080/09500690110110142
Kelly, G. (2008). Inquiry, actitivity and epistemic practice. In R. Duschl & R. Grandy (Eds.), Teaching scientific inquiry: recommendations for research and implementation (pp. 288-291). Rottherdan: Holand: Tapei Sense Publishers
Kelly, G., & Cunningahm, C. M. (2019). Epistemic tools in engineering design for K-12 education. . Science Education, 103, 1080-1111. https://doi.org/10.1002/sce.21513
Kelly, G., & Licona, P. (2018). Epistemic practices and science education. In M. Matthews (Ed.), History, Philosophy and Science Teaching: New perspectives Springer International Publishing.
Lucas, K. L. (2021). The use of 3-D modeling and priting to teach the central dogma of molecular biology. Science Activities: Classroom Projects and Curriculum Ideas, 58(2), 70-76. https://doi.org/10.1080/00368121.2021.1918048
Mendonça, P. C. C., & Justi, R. (2013). The relationships between modelling and argumentation from the perspective of the model of modelling diagram. International Journal of Science Education, 35(14), 2407-2434. https://doi.org/10.1080/09500693.2013.811615
Oliveira, M. L., & Galembeck, E. (2016). Mobile Applications in Cell Biology Present New Approaches for Cell Modelling. Journal of Biological Education, 50(3), 1-14. https://10.1080/00219266.2015.1085428
Osborne, J. (2014). Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1
Osborne, J., & Patterson, A. (2011). Scientific Argument and Explanation: A Necessary Distinction? Science Education, 95(2), 627-638. https://doi.org/10.1002/sce.20438
Phelan, S., & Szabo, E. (2019). Undergraduate lab series using the K562 human leukemia cell line: Model for cell growth, death, and differentiation in an advanced cell biology course. Biochemistry and Molecular Biology Education, 47(2), 1-9. https://10.1002/bmb.21222
Puig, B., Ageitos, N., & Jiménez-Aleixandre, M. P. (2017). Learning Gene Expression Through Modelling and Argumentation: A Case Study Exploring the Connections Between the Worlds of Knowledge. Science & Education, 24(4), 1193–1222. https://10.1007/s11191-017-9943-x
Reinke, N. B., Kynn, M., & Parkinson, A. L. (2021). Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students. CBE Life Sci Educ., 20(1). https://10.1187/cbe.19-11-0254
Roth, T., Franz-Josef, S., Mierdel, J., & Bogner, F. X. (2020). Sef-evaluative Scientific Modeling in an Outreach Gene Tecnhology Laboratory. Journal of Science Education and Technology, 29, 725-739. https://doi.org/10.1007/s10956-020-09848-2
Ruiz-Gonzalez, C., Banet, E., & López-Banet, L. (2017). Conocimientos de los estudiantes de secundaria sobre herencia biologica: implicaciones para sua enseñanza. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(1), 550-569. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i3.04
Sandoval, W. (2014). Science Education's Need for a Theory Epsitemological development. Science Education, 98(3), 383-387. http://10.1002/sce.21107
Sasseron, L. H. (2021). Práticas constituintes de investigação planejada por estudantes em aula de ciências: Análise de uma situação. Ensaio: Pesquisa em Educação em Ciências, 23, 1-16. https://doi.org/10.1590/1983-21172021230101
Suwono, H., Saefi, M., & Susilo, H. (2019). Challenge based learning to improve scientific literacy of undergraduate biology students. In Atas 6th International Conference for Science Educators and Teachers, Bangkok, Thailand.
Vijapurkar, J., Kawalkar, A., & Nambiar, P. (2014). What do Cells Really Look Like? An Inquiry into Students’ Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy. Research in Science Education, 44(2), 307-333. https://10.1007/s11165-013-9379-5
Vlaardingerbroek, B., Taylor, N., & Bale, C. (2013). The problem of scale in the interpretation of pictorial representations of cell structure. Journal of Biological Education, 48(3), 154-162. https://10.1080/00219266.2013.849284
Downloads
Published
How to Cite
Issue
Section
License
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
