Shaping the Future of Biological Education Research: Selected Papers from the ERIDOB 2022 Conference (Contributions from Biology Education Research)

This open access volume is a collection of full papers based on the peer-reviewed presentations accepted for the European Researchers in Didactics of Biology, ERIDOB 2022 conference. ERIDOB aims to bring together researchers in didactics of Biology from Europe and around the world to share and discuss their research work and results. It is the only major international conference whose focus lies exclusively on biology education research, and all the papers are written by international researchers from across Europe (and beyond) which report on a range of contemporary biology education research projects. They are all entirely new papers describing new research in the field. Each paper has been peer-reviewed by experienced biology education researchers and the members of the ERIDOB Academic Committee. The selected papers are collated within the following categories of biology education: · Teaching Strategies and Learning Environments · Students’ Knowledge, Conceptions, Values, Attitudes and Motivation · Outdoor and Environmental Education · Biology Teachers’ Professional Development By providing a collection of new research findings from many countries, this book is a great resource for researchers and practitioners such as school, college and university biology teachers' around the world. It is useful for training biology teachers and therefore valuable to teacher training institutions. European Researchers in Didactics of Biology (ERIDOB) Preface Acknowledgments Contents Part I: Teaching Strategies and Learning Environments Chapter 1: Using Physical and Virtual Labs for Experimentation in STEM+ Education: From Theory and Research to Practice 1.1 Introduction 1.2 The Theoretical Perspective 1.3 The Empirical Perspective 1.4 Bridging Theory and Research with Practice in STEM+ Education References Chapter 2: Problematisation, Narrative and Fiction in the Science Classroom 2.1 Introduction 2.2 Epistemological and Didactic Theory 2.2.1 Problematisation and Scientific Knowledge 2.2.2 Science and Narrative 2.2.3 Fictional Narratives and Scientific Problematisation: The Notion of Realistic Fiction 2.3 Narratives in Learning About Biological Phenomena 2.3.1 Reasoned Interpretation of Works of Realistic-Fiction 2.3.2 Methods of Narrative Reasoning and Scientific Problematisation 2.4 Discussion 2.5 Conclusion References Chapter 3: Using External Representations to Support Mathematical Modelling Competence in Biology Education 3.1 Models in Modern Society 3.2 Theoretical Background 3.2.1 (Mathematical) Models 3.2.2 Modelling Competence 3.2.3 Modelling Cycles 3.2.4 Multiple External Representations 3.3 Research Question 3.4 Methods 3.4.1 Sample 3.4.2 Experimental and Learning Environment Design 3.4.3 Survey Method 3.4.4 Evaluation 3.5 Results 3.5.1 Categories 3.5.2 Elaboration Profiles and Modelling Strategies 3.5.3 Qualitative Analysis 3.5.3.1 Comparison of the Effect Different Representations 3.5.3.2 Expertise 3.5.3.3 Chi-Square Test 3.6 Discussion 3.6.1 Method 3.6.2 Results 3.7 Conclusions References Chapter 4: The Effect of Adult Intervention in the Development of Science Process Skills 4.1 Introduction 4.1.1 Science Process Skills (SPS) 4.1.2 Facilitating the Learning of Science in the Classroom 4.1.3 Objectives 4.2 Research design and method 4.2.1 Participants 4.2.2 Design of the Intervention 4.2.3 Data Collection and Analysis 4.3 Findings 4.4 Discussion 4.5 Conclusion References Chapter 5: Facilitating the Practice of 4C Skills in Biology Education Through Educational Escape Rooms 5.1 Introduction & Theoretical Background 5.2 Materials and Methods 5.2.1 Design of the Study and Data Collection 5.2.2 Qualitative Data Analysis 5.2.3 Quantitative Data Analysis 5.3 Results 5.3.1 Observational Data 5.3.2 Self-Assessment Questionnaires 5.3.3 Skill Assessment Tests 5.3.4 Interviews 5.4 Discussion 5.4.1 Connection Between Puzzle Types and the Practice of 4C Skills 5.4.2 Design Guidelines for EERs that Foster the 4Cs 5.5 Conclusions References Chapter 6: Museum Guides’ Views on the Integration of the Nature of Science While Addressing Visitors’ Experiences: The Context of Ecological and Evolutionary Issues 6.1 Theoretical Background 6.2 Methods 6.3 Findings 6.3.1 Epistemic-Cognitive Aspects of NOS 6.3.1.1 Cognitive Experiences 6.3.1.2 Object Experiences 6.3.1.3 Introspective Experiences 6.3.2 Social-Institutional Aspects of NOS 6.3.2.1 Cognitive Experiences 6.3.2.2 Object Experiences 6.3.2.3 Introspective Experiences 6.3.2.4 Social Experiences 6.4 Conclusions and Discussion References Chapter 7: Friends or Foes? Microorganisms in Greek School Textbooks 7.1 Introduction 7.2 Methods 7.3 Results 7.4 Discussion References Part II: Students’ Knowledge, Conceptions, Values, Attitudes and Motivation Chapter 8: Investigative School Research Projects in Biology: Effects on Students 8.1 Context 8.2 Conceptual Framing 8.3 Materials, Methods and Analysis 8.4 Findings 8.4.1 Motivation for Participating in the Project 8.4.2 Benefits of Participating in the Project 8.4.3 Views About Science 8.4.4 Views About School Science 8.4.5 Science Aspirations 8.4.6 Family Involvement 8.5 Discussion References Chapter 9: Investigating Relationships Between Epistemological Beliefs and Personal Beliefs in Biological Evolution 9.1 Introduction 9.1.1 Conceptualization of Epistemological Beliefs 9.1.2 Personal Beliefs in Biological Evolution 9.2 Research Design and Method 9.2.1 Study Design 9.2.2 Participants 9.2.3 Data Collection 9.2.4 Data Analysis 9.3 Results 9.4 Discussion and Conclusions References Chapter 10: Plant Blindness Intensity Throughout the School and University Years: A Cross-Age Study 10.1 Introduction 10.2 Research Design and Method 10.3 Results 10.4 Discussion and Conclusions References Chapter 11: Where Do Plants Get Their Mass From? Using Drawings to Assess Adolescent Students’ Modelling Skills and Their Ideas About Plant Growth 11.1 Introduction 11.1.1 Modelling 11.1.2 Photosynthesis 11.1.3 Students’ Conceptions of Photosynthesis 11.2 Objectives 11.3 Research Design and Methodology 11.3.1 Representative Function of Students’ Drawings 11.3.2 Explanatory Function of Students’ Drawings 11.3.3 Predictive Function of Students’ Drawings 11.4 Results 11.4.1 Analysis of the Students’ Conceptions Based on the Questionnaire Data 11.4.2 Analysis of the Students’ Models 11.4.3 The Effect of Age and Personal Knowledge on Students’ Drawings 11.5 Discussion 11.6 Conclusions References Chapter 12: Diagnosing of Valuing and Decision-Making Competencies in Biology Lessons 12.1 Introduction (Problem Definition and Research Questions) 12.2 Theoretical Framework 12.2.1 Design-Based Research (DBR) 12.2.2 Material-Based Writing 12.3 Methodology for Data Sources, Collection, and Analysis 12.3.1 Diagnostic Grid (PARS-Model) 12.4 Results and Discussion 12.4.1 Results: Cycle.1 12.4.2 Results: Cycle.2 12.4.3 Results: Cycle.3 12.5 Conclusions References Chapter 13: Factors Influencing the Intention of Students in Regard to Stem Cell Donation for Leukemia Patients: A Comparison of Non-intenders and Intenders 13.1 Theoretical Background 13.2 Research Design and Methodology 13.3 Teaching Unit “Wake Up: Sensitization for Stem Cell Donation” 13.4 Findings 13.5 Discussion and Conclusion References Chapter 14: Mapping Adolescents’ Nutritional Knowledge 14.1 Introduction 14.1.1 International Research of Adolescents’ Nutrition Knowledge 14.1.2 Nutrition Knowledge of Greek Adolescents 14.2 Research Design and Method 14.2.1 Participants 14.2.2 Research Tool 14.2.3 Data Collection and Analysis 14.3 Results 14.3.1 Findings for the Aggregate of the Participants 14.3.2 Analysis of Answers to Individual Questions 14.4 Discussion 14.5 Conclusion References Part III: Outdoor and Environmental Education Chapter 15: Implementing Climate Change Education: The Role of Inter-sectorial Collaborations 15.1 Introduction 15.2 Methods 15.3 Findings 15.3.1 The Importance of CC and the Roles of CCE 15.3.2 The Scope of CC Curriculum 15.3.3 Challenges for Effective CCE Implementation 15.3.4 Inter-sectorial Collaborations in CCE 15.4 Discussion and Conclusions Appendix References Chapter 16: From Curriculum to Enacted Teaching of Photosynthesis, the Carbon Cycle and Sustainability in an Upper Primary School Class 16.1 Introduction 16.1.1 Background 16.2 Research Design and Method 16.2.1 Participants and Setting 16.2.2 Gathering Data 16.2.3 Analysis 16.3 Results 16.3.1 Promoted Performances – Content Analysis 16.3.2 Impacting Factors – Inductive Thematic Analysis 16.4 Discussion References Chapter 17: Primary Students’ Visions Regarding Environmental Factors Influencing Biodiversity in Specific Environments 17.1 Introduction 17.2 Rationale Behind the Research 17.3 Methodology 17.4 Results 17.5 Conclusions References Chapter 18: Learning Biology in the Early Years Through Nature Play in the Forest: An Exploratory Study from Slovenia 18.1 Introduction 18.1.1 The Benefits of Children’s Engagement with Nature 18.1.2 The Role of Play in Early Childhood 18.1.3 Learning Biology in Early Years 18.1.4 Nature: A Stimulating Place for Children’s Play and Learning 18.2 The Exploratory Case Study 18.3 Results 18.4 Discussion and Conclusion References Chapter 19: Personal Relevance in Secondary School Students’ Nature Experiences 19.1 Introduction 19.2 Theoretical Background 19.3 Research Rationale and Purpose 19.4 Research Design and Method 19.4.1 Participants and Setting 19.4.2 Assessment Instrument and Data Collection 19.4.3 Data Coding and Analysis 19.4.3.1 Nature Experience 19.4.3.2 Statistical Analyses 19.5 Results 19.5.1 Overview: Secondary School Students’ Nature Experiences 19.5.2 Findings for RQ 1: How Personally Relevant Do the Secondary School Students of this Sample Perceive Their Nature Experience and What Variables Are Associated with the Perceived Personal Relevance? 19.5.2.1 Age and Gender 19.5.2.2 Setting of the Nature Experience 19.5.2.3 Interactions with Nature 19.5.2.4 Entities Encountered in Nature 19.5.2.5 Social Context of the Nature Experience 19.5.2.6 Emotions and Aesthetic Judgements Elicited by the Nature Experience 19.5.3 Findings for RQ 2: To What Extent Are the Perceived Personal Relevance of the Nature Experience and Its Frequency Associated? 19.6 Discussion References Chapter 20: Challenges Emerged During an Action Research Approach Applied in a Schoolgarden Project: Reflections and Revisions 20.1 Introduction 20.2 Research Design and Method 20.2.1 Participants 20.2.2 Roles 20.2.2.1 The Teacher/Researcher 20.2.2.2 Critical Friend 20.2.2.3 Outside Researchers 20.2.2.4 Facilitators 20.2.2.5 Research Partners 20.2.3 The School Kitchen-Garden Project 20.2.4 The Action Research Process 20.2.5 Data Collection 20.2.6 Data Analysis 20.3 Findings 20.3.1 Action Research Cycles: Cycle 1 20.3.1.1 Plan: The Preparations 20.3.1.2 Action: The Beginning of Implementation 20.3.1.3 Observations & Reflections 20.3.2 Action Research Cycles: Cycle 2 20.3.2.1 (Re)Plan: The First Cycle Changes Applied to the Second Cycle of the Implementation 20.3.2.2 Action: Implementing the First Cycle Changes and Students’ Decisions into the Second Research Cycle 20.3.2.3 Observations & Reflections 20.3.3 Action Research Cycles: Cycle 3 20.3.3.1 (Re)Plan: The Second Cycle Changes Applied to the Third Cycle of the Implementation 20.3.3.2 Action: Implementing the Second Cycle Changes and Students’ Decisions 20.3.3.3 Observations & Reflections 20.3.4 Action Research Cycles: Cycle 4 20.3.4.1 (Re)Plan: The Third Cycle Changes Applied to the Fourth Cycle of the Implementation 20.3.4.2 Action: Implementing the Second Cycle Changes and Students’ Decisions 20.3.4.3 Observations & Reflections 20.3.5 Challenges Emerged During the Action Research Cycles 20.4 Discussion References Part IV: Biology Teachers’ Professional Development Chapter 21: Assessing the Quality of Mentoring: Evidence-Based Development of a Training Programme for Biology Mentors and Pre-service Biology Teachers for Scientific Issues 21.1 Introduction 21.2 Theoretical Background and Research Question 21.2.1 The Tetrahedron Model for a BMT Training 21.2.2 Mentoring Quality 21.2.3 Content of Mentoring Dialogues and Professional Knowledge of Biology Teachers 21.3 Research Design and Method 21.3.1 Teacher Training of Pre-service Biology Teachers and Practical Exercises in School 21.3.2 Biology Mentor Teacher Training (BMT Training) 21.3.3 Method 21.3.4 Data Analysis 21.4 Findings 21.4.1 Mentoring Quality 21.4.2 Views on Mentoring Quality by Different Observers 21.4.3 Content of Mentoring Dialogues 21.4.4 Views on the Content of Mentoring Dialogues by Different Observers 21.5 Discussion 21.5.1 The Tetrahedron Model of Biology Education 21.5.2 Mentoring Quality 21.5.3 Content of Mentoring Dialogues 21.5.4 Limitations 21.5.5 Conclusion References Chapter 22: Exploring a Theory-Practice Gap: An Investigation of Pre-service Biology Teachers’ Enacted TPACK 22.1 Introduction 22.2 Research Design and Method 22.2.1 Sample 22.2.2 Context 22.2.3 Instruments 22.2.3.1 The Survey 22.2.3.2 The EnTPACK Rubric 22.2.4 Data Collection and Analysis 22.3 Results 22.3.1 Case One 22.3.2 Case Two 22.3.3 Case Three 22.4 Discussion 22.4.1 TPACK and DTM Usage 22.5 Limitations and Future Directions References Chapter 23: Promoting Digitally Supported Inquiry Learning in Diverse Classrooms Through Teacher Training 23.1 Introduction 23.2 Theoretical Background 23.3 Aim of the Study and Research Question 23.4 Methods 23.4.1 Design and Intervention 23.4.2 Sample 23.5 Data Analysis and Results 23.6 Discussion and Practical Implications References Chapter 24: Implementation Processes: Sustainable Integration of Biotechnology Experiments into Schools 24.1 Theoretical Background 24.2 Method 24.2.1 Professional Development 24.2.2 Sampling 24.2.3 Descriptive Statistics of the Sample 24.2.4 Interviews 24.2.5 Examine Teachers’ Implementation Formats 24.3 Results 24.3.1 Implementation Strategies 24.3.2 One School as a Role Model: Sustainable Integration of PD Content into Curriculum 24.4 Discussion References