Analogies Used in a General Biology Course: How Is DNA Conserved across Generations?
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| Title: | Analogies Used in a General Biology Course: How Is DNA Conserved across Generations? |
|---|---|
| Language: | English |
| Authors: | Nazli Rüya Taskin Bedizel, Nursen Azizoglu |
| Source: | Journal of Science Learning. 2023 6(4):374-386. |
| Availability: | Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Education, Genetics, Biology, College Science, Logical Thinking, College Faculty, Teaching Methods, Concept Formation, Scientific Concepts, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2614-6568 |
| Abstract: | The present study has two main goals. First, it aims to examine the analogies an instructor uses about "DNA conservation across generations" in a university-level General Biology course. Second, it aims to examine the analogies used in those lessons according to Thiele and Treagust's framework. A qualitative case study design is adopted in the present study to investigate the cases in depth. Data were collected from an instructor with 35 years of teaching and research experience during a general biology course. According to the results, the instructor used many analogies, but seven of them were about to explain DNA conservation across generations. These analogies were analyzed by quoting the instructor and using figures and the classification mentioned above framework. It was noted that most of the analogies used by the instructor about DNA are structural-functional, verbal-pictorial, concrete, enriched, and embedded activators. For students to learn abstract concepts such as DNA correctly, this study provides examples of analogies that have been tried with well-established similarity relationships between source and target that engage students in the lesson. The effectiveness of the analogies on students' achievement and problem-solving skills can be tested in future studies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413589 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1413589 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Analogies Used in a General Biology Course: How Is DNA Conserved across Generations? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nazli+Rüya+Taskin+Bedizel%22">Nazli Rüya Taskin Bedizel</searchLink><br /><searchLink fieldCode="AR" term="%22Nursen+Azizoglu%22">Nursen Azizoglu</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Learning%22"><i>Journal of Science Learning</i></searchLink>. 2023 6(4):374-386. – Name: Avail Label: Availability Group: Avail Data: Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2614-6568 – Name: Abstract Label: Abstract Group: Ab Data: The present study has two main goals. First, it aims to examine the analogies an instructor uses about "DNA conservation across generations" in a university-level General Biology course. Second, it aims to examine the analogies used in those lessons according to Thiele and Treagust's framework. A qualitative case study design is adopted in the present study to investigate the cases in depth. Data were collected from an instructor with 35 years of teaching and research experience during a general biology course. According to the results, the instructor used many analogies, but seven of them were about to explain DNA conservation across generations. These analogies were analyzed by quoting the instructor and using figures and the classification mentioned above framework. It was noted that most of the analogies used by the instructor about DNA are structural-functional, verbal-pictorial, concrete, enriched, and embedded activators. For students to learn abstract concepts such as DNA correctly, this study provides examples of analogies that have been tried with well-established similarity relationships between source and target that engage students in the lesson. The effectiveness of the analogies on students' achievement and problem-solving skills can be tested in future studies. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1413589 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1413589 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 374 Subjects: – SubjectFull: Science Education Type: general – SubjectFull: Genetics Type: general – SubjectFull: Biology Type: general – SubjectFull: College Science Type: general – SubjectFull: Logical Thinking Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Concept Formation Type: general – SubjectFull: Scientific Concepts Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Analogies Used in a General Biology Course: How Is DNA Conserved across Generations? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nazli Rüya Taskin Bedizel – PersonEntity: Name: NameFull: Nursen Azizoglu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 2614-6568 Numbering: – Type: volume Value: 6 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Learning Type: main |
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