Abstract
The task of the study presented here is to investigate students’ and scientists’ conceptions to obtain a solid basis for teaching of microbiology subjects at school. Accordingly the study is conducted within the model of Educational Reconstruction, including three components of research: Investigation of Students’ Conceptions, Scientific Clarification and Construction of Instruction. The mutual comparison of the students’ and the scientists’ conceptions shows different kinds of correlations. Besides particularities and limitations, similarities and congruities between students’ and scientists’ conceptions are identified. On the basis of the correlations, guidelines for teaching microbiology as well as some basic principles for teaching biology are formulated.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Baalmann, W., Frerichs, V. & Kattmann, U. (1999). How the gorillas became dark-research in students conceptions leads to a rearrangement of teaching genetics and evolution. In O. de Jong, et. al. (Eds), Bridging the gap between theory and practice: What research says to the science teacher (pp. 171–190). Hongkong: ICASE.
Bayrhuber, H. & Stolte, S. (1997). Schülervorstellungen von Bakterien und Konsequenzen für den Unterricht [Students’ conceptions of bacteria and consequences for teaching]. In H. Bayrhuber et al. (Eds.), Biologieunterricht und Lebenswirklichkeit (pp. 311–315). Kiel, Germany: IPN.
Brock, T. D. et al. (1994). Biology of micro-organisms. Seventh Edition. Prentice-Hall International.
Cohn, F. (1866). Über Bakterien, die kleinsten lebenden Wesen [About bacteria, the smallest living beings]. In R. von Virchow & F. Holtzendorff (Eds.), Sammlung gemeinverständlicher wissenschaftlicher Vorträge. Berlin, Germany.
Cohn, F. (1872). Untersuchungen über Bakterien [Investigations about bacteria]. Beiträge zur Biologie der Pflanzen 1(2), 126–224, (3), 141–203.
Ehrenberg, G. C. (1838). Die Infusorientierchen als vollkommene Organismen-ein Blick in das tiefere organische Leben der Natur [Infusoria as complete organisms-a view into the deeper organic life in nature]. Leipzig, Germany: Leopold Voss.
Gropengießer, H. (1997). Didaktische Rekonstruktion des “Sehens”. [Educational reconstruction of seing]. Oldenburg, Germany: Zentrum für pädagogische Berufspraxis.
Helldén, G. (1999). A longitudinal study of pupils’ understanding of conditions for life, growth and decomposition. In M. Bandiere et al. (Eds), Research in science education in Europe (pp. 23–29). Dordrecht, The Netherlands: Kluwer.
Kattmann, U., Duit, R. & Gropengießer, H. (1998). Educational Reconstruction-Bringing together issues of Scientific Clarification and Students’ Conceptions. In H. Bayrhuber, & F. Brinkman (Eds.), What, Why, How? Proceedings of the First European Conference on Didaktik of Biology (ERIDOB) (pp. 252–262). Kiel, Germany: IPN.
Liebig, J. von (1840). Die organische Chemie in ihrer Anwendung auf Agrikultur und Physiologie [The organic chemistry and its application to agriculture and physiology]. Hildesheim, Germany: Gerstenberg.
Mayring, P. (1990). Qualitative Inhaltsanalyse [Qualitative content analysis]. Weinheim, Germany: Deutscher Studien Verlag.
Pasteur, L. (1871). Die Alkohol-Gärung [Alcoholic fermentation]. Augsburg, Germany: Lampart.
Pasteur, L. (1862). Die in der Atmosphäre vorhandenen organisierten Körperchen, Prüfung der Lehre von der Urzeugung [The organized corpuscles in the atmosphere-examination of the doctrine of sponaneous generation]. Leipzig, Germany: Akademische Verlagsgesellschaft.
Schlegel, H. G. (1992). Allgemeine Mikrobiologie [General microbiology]. Stuttgart, Germany: Thieme.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Kluwer Academic Publishers
About this chapter
Cite this chapter
Hilge, C. (2001). Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_34
Download citation
DOI: https://doi.org/10.1007/0-306-47639-8_34
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
Online ISBN: 978-0-306-47639-6
eBook Packages: Springer Book Archive