Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds

Sasa Ziherl; Gregor Torkar

doi:10.29333/ejmste/12041

Full Text (PDF)

Sasa Ziherl ¹ ^* , Gregor Torkar ¹

More Detail

¹ Faculty of Education, University of Ljubljana, Ljubljana, SLOVENIA^* Corresponding Author

Abstract

Osmosis and diffusion are fundamental topics in science education because many processes in nature largely depend on these phenomena. However, many students usually hold misconceptions and have a lack of knowledge about these topics. This study explores pre-service teachers’ understanding of osmosis and diffusion in relation to their prior formal education. The main reason for the study was the need to support pre-service teachers so that they can effectively teach these topics. A total of 243 first-year students in bachelor’s programs at the University of Ljubljana participated in the study. The results showed that students that graduated from vocational and technical secondary schools had a weaker understanding of these topics compared to students from general secondary schools. Furthermore, only students that had passed the leaving exam in biology showed a better understanding of osmosis and diffusion.

Keywords

diffusion
leaving exam
pre-service teacher
osmosis
Slovenia

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 6, June 2022, Article No: em2113

https://doi.org/10.29333/ejmste/12041

Publication date: 22 Apr 2022

Article Views: 2179

Article Downloads: 1384

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

AlHarbi, N. N., Treagust, D. F., Chandrasegaran, A. L., & Won, M. (2015). Influence of particle theory conceptions on pre-service science teachers’ understanding of osmosis and diffusion. Journal of Biological Education, 49(3), 232-245. https://doi.org/10.1080/00219266.2014.923488
Artun, H., & Costu, B. (2013). Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach. Journal of Science Education and Technology, 22(1), 1-10. https://doi.org/10.1007/s10956-012-9371-2
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bačnik, A., Bukovec, N., Poberžnik, A., Požek Novak, T., Keuc, Z., Popič, H., & Vrtačnik, M. (2008). Program srednja šola. Kemija: Gimnazija. Učni načrt. [Secondary school program. Chemistry. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. http://eportal.mss.edus.si/msswww/programi2018/programi/media/pdf/un_gimnazija/un_kemija_gimn.pdf
Bačnik, A., Bukovec, N., Vrtačnik, M., Poberžnik, A., Križaj, M., Stefanovik, V., & Preskar, S. (2011). Program osnovna šola. Kemija. Učni načrt [Primary school program. Chemistry. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacrti/obvezni/UN_kemija.pdf
Bahar, M., Johnstone, A. H., & Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-86. https://doi.org/10.1080/00219266.1999.9655648
Bekkink, M. O., Donders, A. R., Kooloos, J. G., de Waal, R. M., & Ruiter, D. J. (2016). Uncovering students’ misconceptions by assessment of their written questions. BMC Medical Education, 16(1), 1-7. https://doi.org/10.1186/s12909-016-0739-5
Birch, E. R., & Miller, P. W. (2007). The influence of type of high school attended on university performance. Australian Economic Papers, 46(1), 1-17. https://doi.org/10.1111/j.1467-8454.2007.00302.x
Bone, E. K., & Reid, R. J. (2011). Prior learning in biology at high school does not predict performance in the first year at university. Higher Education Research and Development, 30(6), 709-724. https://doi.org/10.1080/07294360.2010.539599
Bruinsma, M., & Jansen, E. P. W. A. (2009). When will I succeed in my first-year diploma? Survival analysis in Dutch higher education. Higher Education Research and Development, 28(1), 99-114. https://doi.org/10.1080/07294360802444396
Coertjens, L., Brahm, T., Trautwein, C., & Lindblom-Ylänne, S. (2017). Students’ transition into higher education from an international perspective. Higher Education, 73(3), 357-369. https://doi.org/10.1007/s10734-016-0092-y
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE—Life Sciences Education, 14(1), ar8. https://doi.org/10.1187/cbe.16-11-0317
Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications, Inc. https://doi.org/10.4135/9781452230153
Eurydice. (2019). Slovenia overview. https://eacea.ec.europa.eu/national-policies/eurydice/content/slovenia_en
Garvin-Doxas, K., & Klymkowsky M. W. (2008). Understanding randomness and its impact on student learning: Lessons learned from building the biology concept inventory (BCI). CBE—Life Sciences Education, 7(2), 227-233. https://doi.org/10.1187/cbe.07-08-0063
Haddad, H., & Baldo, M. V. C. (2010). Teaching diffusion with a coin. Advances in Physiology Education, 34(3), 156-157. https://doi.org/10.1152/advan.00009.2010
Hailikari, T. K., & Nevgi, A. (2009) How to diagnose at‐risk students in chemistry: The case of prior knowledge assessment. International Journal of Science Education, 32(15), 2079-2095. https://doi.org/10.1080/09500690903369654
Hasni, A., Roy, P., & Dumais, N. (2016). The teaching and learning of diffusion and osmosis. EURASIA Journal of Mathematics, Science and Technology Education, 12(6), 1507-1531. https://doi.org/10.12973/eurasia.2016.1242a
Hume, A., & Berry, A. (2010). Constructing CoRes—A strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341-355. https://doi.org/10.1007/s11165-010-9168-3
Johnson, A. M., & Lawson, E. A. (1998). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35(1), 89-103. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<89::AID-TEA6>3.0.CO;2-J
Kose, S. (2007). The effects of concept mapping instruction on overcoming 9th grade students’ misconceptions about diffusion and osmosis. Journal of Baltic Science Education, 6(2), 16-25. https://doi.org/10.5539/ies.v6n9p187
Lankford, D., & Friedrichsen, P. (2012). Red onions, elodea, or decalcified chicken eggs? Selecting & sequencing representations for teaching diffusion & osmosis. The American Biology Teacher, 74(6), 392-399. https://doi.org/10.1525/abt.2012.74.6.7
Lazarowitz, R., & Lieb, C. (2006). Formative assessment pre-test to identify college students’ prior knowledge misconceptions and learning difficulties in biology. International Journal of Innovation in Science and Mathematics Education, 4(4), 741-762. https://doi.org/10.1007/s10763-005-9024-5
Malińska, L., Rybska, E., Sobieszczuk-Nowicka, E., & Adamiec, M. (2016). Teaching about water relations in plant cells: An uneasy struggle. CBE—Life Sciences Education, 15(4), ar78. https://doi.org/10.1187/cbe.15-05-0113
Meir, E., Perry, J., Stal, D., Maruca, S., & Klopfer, E. (2005). How effective are simulated molecular-level experiments for teaching diffusion and osmosis? Cell Biology Education, 4(3), 235-248. https://doi.org/10.1187/cbe.04-09-0049
Moyes, C. D., & Schulte, P. M. (2014). Principles of animal physiology. Pearson.
Odom, A. L. (1995). Secondary & college biology students’ misconceptions about diffusion & osmosis. The American Biology Teacher, 57(7), 409-415. https://doi.org/10.2307/4450030
Odom, A. L., & Barrow, L. H. (1995). Development and application of a two‐tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61. https://doi.org/10.1002/tea.3660320106
Odom, A. L., & Barrow, L. H. (2007). High school biology students’ knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107(3), 94-101. https://doi.org/10.1111/j.1949-8594.2007.tb17775.x
Odom, A. L., Barrow, L. H., & Romine, W. L. (2017). Teaching osmosis to biology students. The American Biology Teacher, 79(6), 473-479. https://doi.org/10.1525/abt.2017.79.6.473
Planinšič, G., Belina, R., Kukman, I., Cvahte, M. (2015). Program srednja šola. Fizika: Gimnazija. Učni načrt. [Secondary school program. Physics. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. http://eportal.mss.edus.si/msswww/programi2018/programi/media/pdf/un_gimnazija/2015/UN-FIZIKA-gimn-12.pdf
Rayner, G. (2014). A review of the value of prior learning in first year biology. International Journal of Innovation in Science and Mathematics Education, 22(2), 55-63.
Reinke, N. B., Lynn, M., & Parkinson, A. L. (2020). Conceptual understanding of osmosis and diffusion by Australian first-year biology students. International Journal of Innovation in Science and Mathematics Education, 27(9), 17-33. https://doi.org/10.30722/IJISME.27.09.002
Reinke, N. B., Lynn, M., & Parkinson, A. L. (2021). Immersive 3D experience of osmosis improves learning outcomes of first-year cell biology students. CBE—Life Sciences Education, 20(1), ar1. https://doi.org/10.1187/cbe.19-11-0254
She, H. C. (2004). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34(4), 503-525. https://doi.org/10.1007/s11165-004-3888-1
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Skvarč, M., Glažar, S. A., Marhl, M., Skribe Dimec, D., Zupan, A., Cvahte, M., Gričnik, K., Volčini, D., Sabolič, G., & Šorgo, A. (2011). Program osnovna šola. Naravoslovje. Učni načrt. [Primary school program. Science. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacrti/obvezni/UN_naravoslovje.pdf
Slapničar, M., Devetak, I., Glažar, S. A., & Pavlin, J. (2017). Identification of the understanding of the states of matter of water and air among Slovenian students aged 12, 14 and 16 years through solving authentic tasks. Journal of Baltic Science Education, 16(3), 308-323. https://doi.org/10.33225/jbse/17.16.308
Sung, S. H. H., Shen, J., Jiang, S., & Chen, G. (2017). Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design. Research and Practice in Technology Enhanced Learning, 12(1), 1-21. https://doi.org/10.1186/s41039-017-0067-3
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089
Tomažič, I., & Vidic, T. (2012). Future science teachers’ understandings of diffusion and osmosis concepts. Journal of Biological Education, 46(2), 66-71. https://doi.org/10.1080/00219266.2011.617765
Torkar, G., Veldin, M., Glažar, S. A., & Podlesek, A. (2018). Why do plants wilt? Investigating students’ understanding of water balance in plants with external representations at the macroscopic and submicroscopic levels. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2265-2276.https://doi.org/10.29333/ejmste/87119
Vilhar, B., Zupančič, G., Gilčvert Berdnik, D., Vičar M., Zupan, A., & Sobočan V. (2011). Program osnovna šola. Biologija. Učni načrt. [Primary school program. Biology. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacrti/obvezni/UN_Biologija.pdf
Vilhar, B., Zupančič, G., Vičar, M., Sojar, A., & Devetak, B. (2008a). Program srednja šola. Biologija: Splošna gimnazija. Učni načrt. [General secondary school program. Biology. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. http://eportal.mss.edus.si/msswww/programi2020/programi/media/pdf/ucni_nacrti/UN_BIOLOGIJA_gimn.pdf
Vilhar, B., Zupančič, G., Vičar, M., Sojar, A., & Devetak, B. (2008b). Program srednja šola. Biologija: Strokovna gimnazija. Učni načrt. [Vocational secondary school program. Biology. Syllabus]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. http://eportal.mss.edus.si/msswww/programi2018/programi/media/pdf/ucni_nacrti/UN_BIOLOGIJA_strok_gimn.pdf
Win, R., & Miller, P. W. (2005). The effects of individual and school factors on university students’ academic performance. Australian Economic Review, 38(1), 1-18. https://doi.org/10.1111/j.1467-8462.2005.00349.x
Yates, D., Moore, D., & McCabe, G. (1999). The practice of statistics. H. Freeman & Company.
Zupančič, G., Vičar, M., Gobec, K., & Mršić, H. (2007). Program srednjega strokovnega in srednjega poklicno-tehniškega izobraževanja. Biologija. [Vocational and technical secondary school program. Biology.]. Zavod RS za šolstvo [Institute of the Republic of Slovenia for Education]. https://dun.zrss.augmentech.si/#/

How to cite this article

APA

Ziherl, S., & Torkar, G. (2022). Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2113. https://doi.org/10.29333/ejmste/12041

Vancouver

Ziherl S, Torkar G. Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds. EURASIA J Math Sci Tech Ed. 2022;18(6):em2113. https://doi.org/10.29333/ejmste/12041

AMA

Ziherl S, Torkar G. Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds. EURASIA J Math Sci Tech Ed. 2022;18(6), em2113. https://doi.org/10.29333/ejmste/12041

Chicago

Ziherl, Sasa, and Gregor Torkar. "Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2113. https://doi.org/10.29333/ejmste/12041

Harvard

Ziherl, S., and Torkar, G. (2022). Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2113. https://doi.org/10.29333/ejmste/12041

MLA

Ziherl, Sasa et al. "Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2113. https://doi.org/10.29333/ejmste/12041