Increasing conceptual understanding of glycolysis & the krebs cycle using role-play

American Biology Teacher

Volumn 70, Issue 3, 2008, Pages 163-168

  Ross, Pauline M ^a   Tronson, Deidre A ^a   Ritchie, Raymond J ^b  

^a UNIVERSITY OF WESTERN SYDNEY   (Australia)

^b UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42449113786     PISSN: 00027685     EISSN: None     Source Type: Journal    
DOI: 10.1662/0002-7685(2008)70[163:ICUOGT]2.0.CO;2     Document Type: Article

References (33)

1. Alparsian, C., Tekkaya, C. & Geban, O. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133-137.
2. Bolduc, M., Lamarre, S. & Rioux, P. (2002). A simple and inexpensive apparatus for measuring fish metabolism. Advances in Physiology Education, 26(2), 129-132.
3. Bullerwell, L.D. & Hagar, W.G. (2003). Digesting complex carbohydrates. The Science Teacher, 70(20), 41-43.
4. Buttner,J. D. (2000). Photosynthesis and respiration in ajar. Science Activities, 37(2), 10-15.
5. Cherif, A.H. & Somervill, C.H. (1995). Maximizing learning: Using role-playing in the classroom. The American Biology Teacher, 57(1), 28-35.
6. Driver, R. & Bell, B. (1986). Students' thinking and the learning of science: A constructivist view. The School Science Review, 67(240), 443-456.
7. Duveen, J. & Solomon, J. (1994). The great evolution trial: Use of role-play in the classroom. Journal of Research in Science Teaching, 31(5), 575-582.
8. Errington, E. (1997). Role-play. Higher Education Research & Development Society of Australia (HERDSA) Green Guide No. 21, pp. 3-9. Jamison Centre, ACT, Australia.
9. Gunstone, R.F. (1995). Constructivist learning and teaching of science. In B. Hand & V. Prain (Editors), Teaching and Learning in Science: The Constructivist Classroom (pp. 3-20). Australia: Harcourt Brace & Co.
10. Hodson, D. (1998). Teaching and Learning Science: Towards a Personalized Approach. Buckingham, PA: Open University Press.
11. Korn, S. & Tausch, M.W. (2001). A laboratory simulation for coupled cycles of photosynthesis and respiration. Journal of Chemical Education, 78(9), 1238-1240.
12. Lin, C. & Hu, R. (2003). Students' understanding of energy flow and matter cycling in the context of the food chain, photosynthesis and respiration. International Journal of Science Education, 25(12), 1529-1544.
13. Lock, R. ( 1997). Post-16 biology - some model approaches? School Science Review, 79(286), 33-38.
14. Lovejoy, C. (1995). Using students' conceptual knowledge to teach a junior secondary topic of circulation and respiration. In B. Hand & V. Prain (Editors), Teaching and Learning in Science: The Constructivist Classroom (pp. 106-121). Australia: Harcourt Brace & Co.
15. Mann, M. & Treagust, D. F. ( 1998). A pencil and paper instrument to diagnose students' conceptions of breathing, gas exchange and respiration. Australian Science Teachers Journal, 44(2), 55-59.
16. Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.
17. Odom, A.L. & Kelly, P.V. (1998). Making learning meaningful. The Science Teacher, April, 33-37.
18. Piaget, J. (1929). The Child's Conception of the World. London: Routledge and Kegan Paul.
19. Ragsdale, F. R. & Pedretti, K.M. (2004). Making the rate: Enzyme dynamics using Pop-It Beads. The American Biology Teacher, 66(9), 621-626
20. Ross, P.M., Siegenthaler, S.L. & Tronson, DA (2006). Assessment for learning and motivation. Proceedings of Assessment in Science Teaching and Learning (pp. 120-125). Sydney, Australia.
21. Ross, P. M. & Tronson, D. (2004). Towards conceptual under-standing: Bringing research findings into the lecture theatre in tertiary science teaching. Proceedings of Scholarly Inquiry into Science Teaching and Learning Symposium (pp. 52-57). Sydney, Australia.
22. Ross, P. M., Tronson, D. A. & Ritchie, R. J. (2005). Modelling photosynthesis to increase conceptual understanding. Journal of Biological Education, 40(2), 84-88.
23. Seymour, J. & Longdon, B. (1991). Respiration - that's breathing isn't it? Journal of Biological Education, 25(3), 177-183.
24. Songer, C. J. & Mintzes, J.J. (1994). Understanding cellular respiration: An analysis of conceptual changes in college Biology Journal of Research in Science Teaching, 31(6), 621-637.
25. Sternberg, R. J. & Williams, W. M. (1996). How To Develop Student Creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
26. Taylor, A. (1997). Learning science through creative activities. School Science Review, 79(286), 39-46.
27. van Ments, M. (1984). Roles and role-playing, Ch. 1. The Effective Use of Role-Play: A Handbook for Teachers and Trainer. London, UK.: Kogan Page Ltd.
28. Tronson, D. & Ross, P. (2004). Modelling effective teaching and learning strategies with our teaching teams in first-year university. Australian Journal of Education in Chemistry, 63, 11-15.
29. Wandersee, J. H. (1983). Students' misconceptions about photosynthesis: A cross age study. In H. Helm & J. D. Novak (Editors), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp. 441-463). Ithaca, NY: Cornell University.
30. Wandersee, J. H., Mintzes, J.J. & Novak, J. D. (1994). Research on alternative conceptions in science. In G.L. Gabel (Editor), Handbook of Research on Science Teaching and Learning (pp. 177-210). A Project of the National Science Teachers Association. NY: Macmillan Publishing Company.
31. Warren, M.D. (1997). Dynamics: Teaching the genetic code with model-building and role-playing. The Science Teacher, December, 37-39.
32. Yip, D. (1998a). A reliable and versatile design for investigations of gaseous exchange. Australian Science Teachers Journal, 44(2), 35-42.
33. Yip, D. (1998b). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477.