Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16715
Title: Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model
Contributor(s): Quinn, Frances  (author)orcid 
Publication Date: 2008
Handle Link: https://hdl.handle.net/1959.11/16715
Abstract: This paper reviews recent developments in the SOLO model, its apparent parallels with phenomenography, and the relationship between response structure and meaning. An application of a recent version of the SOLO model is discussed, in the context of a study of students' understandings of the biological process of meiosis. Students' understandings were explored by categorising 575 written responses to target meiosis questions in unit assessment tasks. Results were consistent with the recent two-cycle per mode version of the SOLO model. They also showed a relationship between meaning and structure of SOLO levels, which may relate both to the nature of the concept under investigation and to the finer-grained model of SOLO being used. The fine-grained use of SOLO, though time-consuming, may have advantages where structure reflects meaning, particularly in facilitating organisation of elements within student descriptions of complex scientific phenomena.
Publication Type: Conference Publication
Conference Name: 15th Improving Student Learning Symposium, Dublin, Irleand, 3rd - 5th September, 2007
Conference Details: 15th Improving Student Learning Symposium, Dublin, Irleand, 3rd - 5th September, 2007
Source of Publication: Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium, p. 102-114
Publisher: Oxford Centre for Staff and Learning Development
Place of Publication: Oxford, United Kingdom
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Outcome Codes: 930103 Learner Development
930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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Appears in Collections:Conference Publication
School of Education

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