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The theme of cell has divided into eight topics, with a questionnaire for each topic. In these topics, different levels of representation and understanding are distinguished between general considerations about plants and animals, those connected with processes at organ and system levels and, finally, the level of cell processes. Data from 1200 students were analysed. Results show that students have an analogical mechanism that establishes an isomorphism between the representation of the functioning of multicellular organisms of cell processes. A series of problems in understanding was also shown. Results imply that these problems are mainly due to students' lack of differentiation between some processes at organism and organ level, and have important implications for learning this subject. Finally, some suggestions are made for teaching.", "publicationTitle": "International Journal of Science Education", "publisher": "", "place": "", "date": "January 1, 2003", "volume": "25", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "269-286", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09500690210126793", "citationKey": "", "url": "https://doi.org/10.1080/09500690210126793", "accessDate": "2019-04-03T08:55:13Z", "PMID": "", "PMCID": "", "ISSN": "0950-0693", "archive": "", "archiveLocation": "", "shortTitle": "Representation of the cell and its processes in high school students", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "8DHK4DBS", "DQLSCBY3", "DQNZA7N5", "U6J9TJFK" ], "relations": {}, "dateAdded": "2019-04-03T08:55:14Z", "dateModified": "2019-04-03T08:55:14Z" } }, { "key": "XJNWYRXZ", "version": 110, "library": { "type": "group", "id": 708527, "name": "DAESI Didactique des sciences de la nature", "links": { "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/708527/items/XJNWYRXZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature/items/XJNWYRXZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Hasiloglu and Eminoglu", "parsedDate": "2017", "numChildren": 0 }, "data": { "key": "XJNWYRXZ", "version": 110, "itemType": "journalArticle", "title": "Identifying Cell-Related Misconceptions among Fifth Graders and Removing Misconceptions Using a Microscope", "creators": [ { "creatorType": "author", "firstName": "Mehmet Akif", "lastName": "Hasiloglu" }, { "creatorType": "author", "firstName": "Selma", "lastName": "Eminoglu" } ], "abstractNote": "The aim of this study is to identify cell-related misconceptions among fifth graders attending middle schools in Turkey and examine the impact of microscopy on the elimination of these misconceptions. The study was conducted with the participation of 87 fifth grade students (schoolchildren are nearly 11 years old) attending a middle school in Agri province of Turkey in the academic year 2015-2016. The research was designed as a case study and data were collected using a test with 4 diagnostic and drawing items. Data analysis showed that the students had cell-related misconceptions. Prior to instruction with a microscope, most students thought an onion cell was shaped like an onion and it was a cooking ingredient their mothers used. They said that a leaf cell was shaped like a leaf and described it as a leaf on a tree. They described bacteria as living things with organs and limbs, like animals. They drew and described bread mold as a loaf of bread. Most of these misconceptions were found to disappear after learning with a microscope.", "publicationTitle": "Universal Journal of Educational Research", "publisher": "", "place": "", "date": "2017/00/00", "volume": "5", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "42-50", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?q=misconception+cell&id=EJ1165483", "accessDate": "2019-04-03T08:42:48Z", "PMID": "", "PMCID": "", "ISSN": "2332-3205", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biological Sciences", "type": 1 }, { "tag": "Case Studies", "type": 1 }, { "tag": "Cytology", "type": 1 }, { "tag": "Foreign Countries", "type": 1 }, { "tag": "Freehand Drawing", "type": 1 }, { "tag": "Grade 5", "type": 1 }, { "tag": "Laboratory Equipment", "type": 1 }, { "tag": "Middle School Students", "type": 1 }, { "tag": "Misconceptions", "type": 1 }, { "tag": "Qualitative Research", "type": 1 }, { "tag": "Science Tests", "type": 1 }, { "tag": "Scientific Concepts", "type": 1 }, { "tag": "Teaching Methods", "type": 1 } ], "collections": [ "8DHK4DBS", "DQLSCBY3", "DQNZA7N5", "U6J9TJFK" ], "relations": {}, "dateAdded": "2019-04-03T08:42:48Z", "dateModified": "2019-04-03T08:42:48Z" } }, { "key": "7N8J6SSP", "version": 111, "library": { "type": "group", "id": 708527, "name": "DAESI Didactique des sciences de la nature", "links": { "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/708527/items/7N8J6SSP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature/items/7N8J6SSP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Lerner", "parsedDate": "2007-10-01", "numChildren": 0 }, "data": { "key": "7N8J6SSP", "version": 111, "itemType": "journalArticle", "title": "Drawing to Learn Science: Legacies of Agassiz", "creators": [ { "creatorType": "author", "firstName": "Neal", "lastName": "Lerner" } ], "abstractNote": "The use of visual representation to learn science can be traced to Louis Agassiz, Harvard Professor of Zoology, in the mid-19th century. In Agassiz's approach, students were to study nature through carefully observing, drawing and then thinking about what the observations might add up to. However, implementation of Agassiz's student-centered approach has struggled with the conflict between science as a form of developing “mental discipline” in which mastery of scientific facts is the goal and science learning as a socially situated activity with an emphasis on the process of learning, not merely its products. Present-day attempts to have students draw to learn science often succumb to these same conflicts, limiting their full realization.", "publicationTitle": "Journal of Technical Writing and Communication", "publisher": "", "place": "", "date": "October 1, 2007", "volume": "37", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "379-394", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Technical Writing and Communication", "DOI": "10.2190/W478-M151-4425-GP03", "citationKey": "", "url": "https://doi.org/10.2190/W478-M151-4425-GP03", "accessDate": "2019-04-03T08:37:42Z", "PMID": "", "PMCID": "", "ISSN": "0047-2816", "archive": "", "archiveLocation": "", "shortTitle": "Drawing to Learn Science", "language": "en", "libraryCatalog": "SAGE Journals", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "HT25Q443", "U6J9TJFK" ], "relations": {}, "dateAdded": "2019-04-03T08:37:42Z", "dateModified": "2019-04-03T08:37:42Z" } }, { "key": "D9RQDH84", "version": 113, "library": { "type": "group", "id": 708527, "name": "DAESI Didactique des sciences de la nature", "links": { "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/708527/items/D9RQDH84", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature/items/D9RQDH84", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Ainsworth et al.", "parsedDate": "2011-08-26", "numChildren": 0 }, "data": { "key": "D9RQDH84", "version": 113, "itemType": "journalArticle", "title": "Drawing to Learn in Science", "creators": [ { "creatorType": "author", "firstName": "Shaaron", "lastName": "Ainsworth" }, { "creatorType": "author", "firstName": "Vaughan", "lastName": "Prain" }, { "creatorType": "author", "firstName": "Russell", "lastName": "Tytler" } ], "abstractNote": "Emerging research suggests drawing should be explicitly recognized as a key element in science education.\nEmerging research suggests drawing should be explicitly recognized as a key element in science education.", "publicationTitle": "Science", "publisher": "", "place": "", "date": "2011/08/26", "volume": "333", "issue": "6046", "section": "", "partNumber": "", "partTitle": "", "pages": "1096-1097", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1126/science.1204153", "citationKey": "", "url": "http://science.sciencemag.org/content/333/6046/1096", "accessDate": "2019-04-03T08:07:32Z", "PMID": "21868658", "PMCID": "", "ISSN": "0036-8075, 1095-9203", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "science.sciencemag.org", "callNumber": "", "rights": "Copyright © 2011, American Association for the Advancement of Science", "extra": "", "tags": [], "collections": [ "DQLSCBY3", "U6J9TJFK" ], "relations": {}, "dateAdded": "2019-04-03T08:07:32Z", "dateModified": "2019-04-03T08:07:32Z" } }, { "key": "5Q7BV6F2", "version": 100, "library": { "type": "group", "id": 708527, "name": "DAESI Didactique des sciences de la nature", "links": { "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/708527/items/5Q7BV6F2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/daesi_didactique_des_sciences_de_la_nature/items/5Q7BV6F2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Quillin and Thomas", "parsedDate": "2015-03-02", "numChildren": 0 }, "data": { "key": "5Q7BV6F2", "version": 100, "itemType": "journalArticle", "title": "Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology", "creators": [ { "creatorType": "author", "firstName": "Kim", "lastName": "Quillin" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Thomas" } ], "abstractNote": "The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. 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