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)orcid ; Bale, Colin (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
Appears in Collections:Journal Article

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