Student's understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration

Chen Yung Lin; Reping Hu

doi:10.1080/0950069032000052045

Student's understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration

Chen Yung Lin^*, Reping Hu

^*Corresponding author for this work

Graduate Institute of Science Education

Research output: Contribution to journal › Article › peer-review

115 Citations (Scopus)

Abstract

The research focus on children's science has recently shifted from separate concepts to more comprehensive and complex topics. This study addressed pupils' understanding of the complex topic of energy flow and matter cycling. A scoring system with three categories and six concepts was developed and used by four biology teachers to analyze 106 pupils' concept maps. The results indicate that most of the pupils failed to recognize the interrelationships among the various concepts concerned with units of energy flow and matter cycling. It was the relationship between the living world and the non-living world that presented the greatest difficult to understanding. This paper concludes with suggestions for curriculum development and biology teaching.

Original language	English
Pages (from-to)	1529-1544
Number of pages	16
Journal	International Journal of Science Education
Volume	25
Issue number	12
DOIs	https://doi.org/10.1080/0950069032000052045
Publication status	Published - 2003 Dec

ASJC Scopus subject areas

Education

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10.1080/0950069032000052045

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title = "Student's understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration",

abstract = "The research focus on children's science has recently shifted from separate concepts to more comprehensive and complex topics. This study addressed pupils' understanding of the complex topic of energy flow and matter cycling. A scoring system with three categories and six concepts was developed and used by four biology teachers to analyze 106 pupils' concept maps. The results indicate that most of the pupils failed to recognize the interrelationships among the various concepts concerned with units of energy flow and matter cycling. It was the relationship between the living world and the non-living world that presented the greatest difficult to understanding. This paper concludes with suggestions for curriculum development and biology teaching.",

author = "Lin, {Chen Yung} and Reping Hu",

note = "Funding Information: This research described here was partially supported by a grant from the National Science Council, Taiwan, ROC.",

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AB - The research focus on children's science has recently shifted from separate concepts to more comprehensive and complex topics. This study addressed pupils' understanding of the complex topic of energy flow and matter cycling. A scoring system with three categories and six concepts was developed and used by four biology teachers to analyze 106 pupils' concept maps. The results indicate that most of the pupils failed to recognize the interrelationships among the various concepts concerned with units of energy flow and matter cycling. It was the relationship between the living world and the non-living world that presented the greatest difficult to understanding. This paper concludes with suggestions for curriculum development and biology teaching.

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Student's understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration

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