Students’ Understanding of the Purpose of Models in Different Biological Contexts

Moritz Krell*

Freie Universität Berlin, Biology Education, Schwendenerstraße 1, 14195 Berlin, Germany, 0049 30 838 51 171, Moritz.Krell@fu-berlin.de

Annette Upmeier zu Belzen

Humboldt Universität zu Berlin, Biology Education, Invalidenstraße 42, 10115 Berlin, Germany, 0049 30 2093 8457, Annette.Upmeier@biologie.hu-berlin.de.

Dirk Krüger

Freie Universität Berlin, Biology Education, Schwendenerstraße 1, 14195 Berlin, Germany, 0049 – 30 – 838 56 714, Dirk.Krueger@fu-berlin.de

Abstract

The present article analyses context dependencies in students’ ranking of three perspectives on the purpose of biological models, i.e. to show, to explain, or to predict. German students (N = 1,207; 11 to 18 years old; secondary schools) have been assessed using one decontextualized forced choice task (i.e. without referring to a specific model) as well as six contextualized forced choice tasks (each presenting a different biological model in the task stem). Students’ responses have been compared using the Wilcoxon test as well as within an IRT approach. The findings show that the respondents systematically preferred more elaborated perspectives concerning the purpose of models in biology in the contextualized tasks than in the decontextualized task. Further, students’ answers were slightly inconsistent even within the contextualized tasks. Based on these findings, implications for assessment in science education and science teaching are discussed.

Key words: Purpose of models, biology teaching, science education

© International

Pemahaman siswa tentang Tujuan Model di Berbagai Biologi KonteksMoritz Krell *Freie Universität Berlin, Pendidikan Biologi, Schwendenerstraße 1, 14195 Berlin, Jerman, 0049 30 838 51 171, Moritz.Krell@fu-berlin.deAnnette Upmeier zu BelzenHumboldt Universität zu Berlin, Pendidikan Biologi, Invalidenstrasse 42, 10115 Berlin, Jerman, 0049 30 2093 8457, Annette.Upmeier@biologie.hu-berlin.de.Dirk KrugerFreie Universität Berlin, Pendidikan Biologi, Schwendenerstraße 1, 14195 Berlin, Jerman, 0049 - 30-838 56 714, Dirk.Krueger@fu-berlin.de

Abstrakjurnal ini dianalisis dependensi konteks peringkat siswa dari tiga perspektif tentang tujuan model biologis, yaitu untuk menunjukkan, menjelaskan, atau untuk memprediksi. Mahasiswa Jerman (N = 1.207; berusia 11 sampai 18 tahun, sekolah menengah) telah dinilai menggunakan salah satu tugas pilihan (yaitu tanpa mengacu pada model tertentu) serta enam kontekstual tugas pilihan paksa (masing-masing memberikan model biologis yang berbeda di batang tugas). Respon siswa telah dibandingkan dengan menggunakan uji Wilcoxon serta dalam pendekatan IRT. Temuan menunjukkan bahwa responden sistematis disukai perspektif lebih diuraikan

mengenai tujuan model dalam biologi dalam tugas-tugas dikontekstualisasikan dibandingkan tugas decontextualized. Selanjutnya, jawaban siswa sedikit tidak konsisten bahkan dalam tugas kontekstual. Berdasarkan temuan ini, implikasi untuk penilaian dalam pendidikan sains dan pengajaran ilmu dibahas.Kata kunci: Tujuan model, pengajaran biologi, ilmu pendidikan