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Recontextualising cellular respiration in upper secondary biology education: Characteristics and practicability of a learning and teaching strategy by Menno Wierdsma, Marie-Christine Knippels, Bert van Oers and Kerst Boersma

By:

Wierdsma, Menno

Contributor(s):

Material type: Text

TextSeries: ; 50(3)Description: 239-250Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0021-9266

Uniform titles:

Journal of Biological Education

Subject(s):

DDC classification:

Per/570/W636/2016

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Periodical Indexing	DSSC LEARNING RESOURCE CENTER	Per/570/W636/2016 (Browse shelf(Opens below))	Available

Total holds: 0

Since concepts may have different meanings in different contexts, students have to learn to recontextualise theme, i.e., to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a leaning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy was largely practicable.

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