Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/15266
Title: | The problem of scale in the interpretation of pictorial representations of cell structure | Contributor(s): | Vlaardingerbroek, Barend (author); Taylor, Neil (author)![]() |
Publication Date: | 2014 | DOI: | 10.1080/00219266.2013.849284 | Handle Link: | https://hdl.handle.net/1959.11/15266 | Abstract: | Diagrams feature prominently in science education, and there has been an increase in research focusing on students' use of them in knowledge construction. This paper reports on an investigation into first year university students' perceptions of scale and size at the cellular level. It was found that many students appeared to tacitly assume that textbook diagrams presented cellular components in true relative size, leading to widespread interpretative problems with regard to scale and absolute size. The paper includes recommendations for textbook designers and classroom practitioners. | Publication Type: | Journal Article | Source of Publication: | Journal of Biological Education, 48(3), p. 154-162 | Publisher: | Routledge | Place of Publication: | United Kingdom | ISSN: | 2157-6009 0021-9266 |
Fields of Research (FoR) 2008: | 130212 Science, Technology and Engineering Curriculum and Pedagogy 130202 Curriculum and Pedagogy Theory and Development 130313 Teacher Education and Professional Development of Educators |
Fields of Research (FoR) 2020: | 390113 Science, technology and engineering curriculum and pedagogy 390305 Professional education and training |
Socio-Economic Objective (SEO) 2008: | 930301 Assessment and Evaluation of Curriculum 930102 Learner and Learning Processes 930201 Pedagogy |
Socio-Economic Objective (SEO) 2020: | 160301 Assessment, development and evaluation of curriculum 160302 Pedagogy |
Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article |
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