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Teaching about Water Relations in Plant Cells: An Uneasy Struggle
University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent t...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132375/ https://www.ncbi.nlm.nih.gov/pubmed/27909028 http://dx.doi.org/10.1187/cbe.15-05-0113 |
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author | Malińska, Lilianna Rybska, Eliza Sobieszczuk-Nowicka, Ewa Adamiec, Małgorzata |
author_facet | Malińska, Lilianna Rybska, Eliza Sobieszczuk-Nowicka, Ewa Adamiec, Małgorzata |
author_sort | Malińska, Lilianna |
collection | PubMed |
description | University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students’ conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students’ misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as “questioning the author,” which allow teachers to monitor students’ knowledge and help students acquire a more scientific understanding of key concepts. |
format | Online Article Text |
id | pubmed-5132375 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-51323752016-12-06 Teaching about Water Relations in Plant Cells: An Uneasy Struggle Malińska, Lilianna Rybska, Eliza Sobieszczuk-Nowicka, Ewa Adamiec, Małgorzata CBE Life Sci Educ Article University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students’ conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students’ misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as “questioning the author,” which allow teachers to monitor students’ knowledge and help students acquire a more scientific understanding of key concepts. American Society for Cell Biology 2016 /pmc/articles/PMC5132375/ /pubmed/27909028 http://dx.doi.org/10.1187/cbe.15-05-0113 Text en © 2016 L. Malińska et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. |
spellingShingle | Article Malińska, Lilianna Rybska, Eliza Sobieszczuk-Nowicka, Ewa Adamiec, Małgorzata Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title | Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title_full | Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title_fullStr | Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title_full_unstemmed | Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title_short | Teaching about Water Relations in Plant Cells: An Uneasy Struggle |
title_sort | teaching about water relations in plant cells: an uneasy struggle |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132375/ https://www.ncbi.nlm.nih.gov/pubmed/27909028 http://dx.doi.org/10.1187/cbe.15-05-0113 |
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