Multiple External Representations (MERs) as a Component of Special Language in Biology [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/inn/en	Beck, Christina; Nerdel, Claudia
Titel	Multiple External Representations (MERs) as a Component of Special Language in Biology [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beck, Christina) ORCID (Nerdel, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Science Instruction; Models; Visual Aids; Scientific Concepts; Scientific Principles; Correlation; Competence; Ecology; Physiology; Genetics; Science Tests; Undergraduate Students; Test Items; Difficulty Level; Item Response Theory; Academic Language; Multimedia Materials + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Anschauungsmaterial; Korrelation; Kompetenz; Ökologie; Physiologie; Humangenetik; Test content; Testaufgabe; Schwierigkeitsgrad; Item-Response-Theorie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	Dealing with multiple external representations (MERs) in science education is the key to students' understanding of science communication and becoming scientifically literate. It is generally accepted that learning scientific concepts, processes, and principles requires understanding and interacting with MERs. Science can be understood as a multimodal discourse, and dealing with MERs becomes a premise for learning and developing representational competence. This study analyzes the use of different representations and the relationship between representational competence and different biological contexts. A competence model with the components "integration by information selection and interpretation" (MERI), "integration by construction" (MERII), and "translation and transformation of different scientific representations" (MERIII) was operationalized in three different "biological task contexts" (ecology, physiology, genetics) and two "types of representation" (diagram, schema). Data collection was carried out via test booklets. Participants were 548 first-year university students from various fields. The findings indicate that the components MERI and MERII of the competence model have a significant influence on item difficulty, while there was only a significant influence for the biological task context genetics, but no significant influence for the type of representation. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01