Modellering som bro mellem teoretisk viden og praktisk laboratoriearbejde

Modellering som bro mellem teoretisk viden og praktisk laboratoriearbejde
- i biologiundervisning i STX

IND's Studenterserie nr. 121, 2024, Masterafhandling - Master i scienceundervisning

Anne Jensen & Charlotte Puge

Vejleder: Britta Eyrich Jessen

Abstract:

The purpose of this study is to investigate whether students can use models and modelling to understand the connection between theoretical knowledge and empirical data in biology, when using prefabricated recipes for practical exercises (cookbook) in an inquiry-based learning environment within an ATD-framework. Additionally, the study aims to examine how modeling activities can be evaluated through summative evaluation within the existing frame in high school.
First, a meta-study assessing the use and benefit of cookbook exercises is conducted. Afterwards, the method DE is employed to design and analyze teaching materials focusing on models, modelling, and practical laboratory work. Additionally, the theory of the didactic contract is used to explore student behavior in the analysis. Finally, the study evaluates if the modelling competences taught through study and research program is compatible with assessment by the SOLO taxonomy.
The results showed that it is possible to use cookbooks in an inquiry-based learning framework in the context of ATD and use modelling as the connection between theoretical knowledge and empirical observations. It was observed that students who succeeded in modelling were rated highly according to the SOLO taxonomy. Both their conceptual framework and their ability to argue and analyze were developed through the modelling activities.
Some students were resisting the teaching environment and were unable to explain their empirical data based on their theoretical knowledge. These students did however improve their subjectspecific language and independently developed models for a final student product. Consequently, they were evaluated low according to the SOLO taxonomy. This suggests that the didactic frameworks surrounding modeling activities play a significant role in learning to connect theoretical knowledge and empirical data. Observations from the study further indicate, that certain modeling activities, such as redesign, are more important than others in summative assessment of the students.
In conclusion, modeling can help students to connect empirical observations with theoretical knowledge, and this is reflected in summative assessment following the SOLO taxonomy of the same students. It can also be concluded that students, who resist the instructional format, score lower in assessment, and fail to use models for the intended learning.