Academic Journal
Using a diagrammatic approach to reveal variations in students' instructional representations about the five kingdoms in biology between two cultural groups.
| Τίτλος: | Using a diagrammatic approach to reveal variations in students' instructional representations about the five kingdoms in biology between two cultural groups. |
|---|---|
| Συγγραφείς: | Ge, Yun-Ping, Yang, Wen-Jin, Tam, Hak-Ping |
| Πηγή: | International Journal of Science Education; Jan2025, Vol. 47 Issue 2, p147-172, 26p |
| Θεματικοί όροι: | Social cognitive theory, Pedagogical content knowledge, Teacher education, Textbooks, Semi-structured interviews |
| Περίληψη: | This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until adulthood in certain cultures. Two cultural groups, Indonesian (n = 61) and Taiwanese (n = 60) college students, were recruited from a public Taiwanese university. Reading an essay about how the biological five kingdoms were classified served as the foundation for student-generated drawings. Semi-structured interviews and verbal data were used to track the origin of influences in their drawings. The initial result of coding drawings revealed that most of the drawing structures were shared between groups while only the design of Evolution, revealing sequential taxa in the evolution history, was Taiwanese-specific. Further statistic testing indicated that only participants' nationality was a significant factor in determining the drawing structure while pedagogical content knowledge is not. A comparison of these results indicated that most Taiwanese representations agreed with that of the non-hierarchical design used in their prior textbook while the Indonesian representations agreed with the hierarchical design of their textbook. The results suggest that there are several competing factors interfering with the decision about image design. Suggestions for teacher education and further study are addressed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://resolver.ebsco.com/c/fiv2js/result?sid=EBSCO:edb&genre=article&issn=09500693&ISBN=&volume=47&issue=2&date=20250115&spage=147&pages=147-172&title=International Journal of Science Education&atitle=Using%20a%20diagrammatic%20approach%20to%20reveal%20variations%20in%20students%27%20instructional%20representations%20about%20the%20five%20kingdoms%20in%20biology%20between%20two%20cultural%20groups.&aulast=Ge%2C%20Yun-Ping&id=DOI:10.1080/09500693.2024.2314009 Name: Full Text Finder (for New FTF UI) (ns324271) Category: fullText Text: Full Text Finder MouseOverText: Full Text Finder |
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| Items | – Name: Title Label: Title Group: Ti Data: Using a diagrammatic approach to reveal variations in students' instructional representations about the five kingdoms in biology between two cultural groups. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ge%2C+Yun-Ping%22">Ge, Yun-Ping</searchLink><br /><searchLink fieldCode="AR" term="%22Yang%2C+Wen-Jin%22">Yang, Wen-Jin</searchLink><br /><searchLink fieldCode="AR" term="%22Tam%2C+Hak-Ping%22">Tam, Hak-Ping</searchLink> – Name: TitleSource Label: Source Group: Src Data: International Journal of Science Education; Jan2025, Vol. 47 Issue 2, p147-172, 26p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until adulthood in certain cultures. Two cultural groups, Indonesian (n = 61) and Taiwanese (n = 60) college students, were recruited from a public Taiwanese university. Reading an essay about how the biological five kingdoms were classified served as the foundation for student-generated drawings. Semi-structured interviews and verbal data were used to track the origin of influences in their drawings. The initial result of coding drawings revealed that most of the drawing structures were shared between groups while only the design of Evolution, revealing sequential taxa in the evolution history, was Taiwanese-specific. Further statistic testing indicated that only participants' nationality was a significant factor in determining the drawing structure while pedagogical content knowledge is not. A comparison of these results indicated that most Taiwanese representations agreed with that of the non-hierarchical design used in their prior textbook while the Indonesian representations agreed with the hierarchical design of their textbook. The results suggest that there are several competing factors interfering with the decision about image design. Suggestions for teacher education and further study are addressed. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09500693.2024.2314009 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 147 Subjects: – SubjectFull: Social cognitive theory Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Semi-structured interviews Type: general Titles: – TitleFull: Using a diagrammatic approach to reveal variations in students' instructional representations about the five kingdoms in biology between two cultural groups. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ge, Yun-Ping – PersonEntity: Name: NameFull: Yang, Wen-Jin – PersonEntity: Name: NameFull: Tam, Hak-Ping IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09500693 Numbering: – Type: volume Value: 47 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Science Education Type: main |
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