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Fostering conceptual transformation on plant
nutrition – the progression of concepts and notions
in a digital collaborative learning environment
Malte Michelsen, email: michelsen@idn.uni-hannover.de
Jorge Groß, email: gross@idn.uni-hannover.de
Who we are
2
Prof. Dr. Jorge Groß
University of Hanover
Biology Education
Mr. Malte Michelsen
University of Hanover
Phd Student
The value of cognitive linguistics
3
Initial situation:
• Scientic conceptions are mostly abstract and
contradict the everyday conceptions that students
bring with them in biology lessons
Research questions:
• What kind of conceptual changes take place through
collaboration on the topic of plant nutrition?
• What are the causes of these changes and possible
implications for learning environments in biology lessons?
Model of Educational Reconstruction(MER by Duit et al., 2012)
4
Duit et al., 2012
Scientic Clarication Identication of
Students’ Conceptions
Design and evaluation of learning
environments
Identication and analysis of
elementary science content from the
viewpoint of education
Comprehension of students’
conceptions, affective variables and
learning processes
Identication and comprehension
of teaching and learning issues
in real classrooms
What is a conceptual metaphor?
5
Container-
Schema
inside
border
outside
‣„Inside“ and „outside“ can be understood directly
‣But „inside“ and „outside“ can also be understood
imaginatively.
‣Experience with a room:
„I am in a room and go out through the
door.“
‣Experiences with love:
„I am in love. If you leave me, I freak out.“
Lako, G.; Johnson, M. Metaphors We Live By;
University of Chicago Press: Chicago, IL, USA, 1980.
Conceptual Metaphor Theory (CMT by Lakoff & Johnson, 1980 - Metaphors We Live By)
6
interaction with
environment…
… results in embodied
conceptions.
Abstract thinking is based
on embodied conceptions
and metaphorization.
Lako, G.; Johnson, M. Metaphors We Live By;
University of Chicago Press: Chicago, IL, USA, 1980.
environment
cognitive system
body
metaphorical
transfer
interaction by sensory and motor systems
abstract conceptions
embodied conceptions
social experiences
physical experiences
schema/
metaphor
target domain
source domain
What are „Conceptions“?(Lakoff & Johnson, 1980 - Metaphors We Live By)
7
Michelsen et al., 2022
are dened by Terms and their
relation to each other
complex interconnection of concepts
guiding the understanding of a
phenomenon
most complex conceptions; combination of
notions; they have an epistemological,
analytical and prognostic function
are words connected in a meaningful way.
Unlike words, they are associated with
experience
EXAMPLE OF PLANT NUTRITION
TERMS:
THEORIES:
NOTIONS:
4
3
2CONCEPTS:
1
PLANT NUTRITION
BY PHOTOSYNTHESIS
PLANTS
CARBOHYDRATES
A PL AN T C O NS IS T S O F C AR B O-
HYDRATES, FATS AND PROTEINS
A P L AN T GR O WS B Y PR O DU CI N G
CARBOHYDRATES
A P L AN T GR OW S BY TA KI NG U P
AND RELEASING SUBSTANCES
A P L AN T GR O WS B Y
PRODUCING SUSBTANCES
DESCRIPTION
…
…
…
LEVEL OF
COMPLEXITY
Generalization at
a medium level
of complexity
Analyzing Learning Progressions
8
Video-taped
teaching experiments
(Steffe & D‘Ambrosio 1996)
Scientically adequate [rel]
Scientically incorrect [rel]
Subject related Learning pathways
(Fischer, Wandersee, Moody, 2002;
Zabel & Gropengießer, 2011) Individual
Retrospective Interviews
(Paul, Lederman, Groß, 2016)
Malte Michelsen & Jorge Groß
Peer-Interaction Method (Heeg et al. 2020)
Digital Peer-Interaction
Malte Michelsen & Jorge Groß
Drawing tasks
(Gunstone & White, 1992)
Qualitative Content Analysis
(Mayring, 2000)
Think Phase: diagnosing conceptions
Malte Michelsen & Jorge Groß
Pair Phase: negotiation
Malte Michelsen & Jorge Groß
Share Phase: retrospective reflection
Malte Michelsen & Jorge Groß
3. Watch as the conflict unfolds.
0
0,5
1
Scientically
adequate [rel.]
Scientically
incorrect [rel.]
A
B
7
6
3
8
4
10
A
B
A
1
8
8
B
1
11
8
55
What happened?
•≈ 50% of cases: just “mhm”
•barely subject specific reasoning
during negotiating
Malte Michelsen & Jorge Groß
Why did this happen?
“I would try to reduce my own proportion of speech so that it [the
conversation] is balanced. I hope I haven't ruined things for my
partner.”
“Bringing the formula [of photosynthesis] up felt awkward. She just
didn't have the idea, and I didn't want to be so insistent.”
“We found a compromise in that we both contributed our ideas a
bit.”
“We clicked right away. It was a give and take.”
1. informational goals and relational goals were pursued
2. differences in competence endangered harmony
3. differences in competence were mitigated
4. mitigation can include transformation of conceptions
without content related reasoning
Malte Michelsen & Jorge Groß
Conclusion
Implications for our case:
questions: gross@idn.uni-hannover.de
michelsen@idn.uni-hannover.de
1. informational goals and relational goals were pursued
2. differences in competence endangered harmony
3. differences in competence were mitigated
4. mitigation can include transformation of conceptions
without content related reasoning
àlearning barriers: communication problem > content problem
àreflexion vital for scientific reasoning
Thanks for your attention!
Peer-Interaction –collaborative learning to foster and
observe conceptional transformation in science education
coming soon…
Malte Michelsen & Jorge Groß
Kattmann, U., Duit, R., GROPENGIEßER, H., & Komorek, M. (1996, April). Educational reconstruction–bringing together issues of scientific clarification and students’ conceptions. In
Annual meeting of the national association of research in science teaching (NARST), St. Louis (pp. 1-20).
Lakoff, G., & Johnson, M. (1981). Metaphors we live by. University of Chicago Press.
Messig D, Groß J. Understanding Plant Nutrition—The Genesis of Students’ Conceptions and the Implications for Teaching Photosynthesis. Education Sciences. 2018; 8(3):132.
https://doi.org/10.3390/educsci8030132
White, R. T., & Gunstone, R. F. (1992). Probing understanding. Lon don: The Falmer Press.
Mayring, Philipp. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], http://qualitative-research.net/fqs/fqs-
e/2-00inhalt-e.htm. 1.
Heeg, J., Hundertmark, S., & Schanze, S. (2020). The interplay between individual reflection and collaborative learning-seven essential features for designing fruitful classroom practices
that develop students’ individual conceptions. Chemistry Education Research and Practice, 21(3), 765–788. https://doi.org/10.1039/c9rp00175a