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Analys av tre simuleringars pedagogiska potential i biologiundervisningen på gymnasiet
Karlstad University.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Abstract (sv)

I denna uppsats undersöks den pedagogiska potentialen i tre digitala simuleringar. Simuleringarna var utformade som laborationer med syftet att öka elevers lärande i genetik inom ämnet biologi för gymnasiet. För att undersöka simuleringarnas pedagogiska potential genomfördes en kvalitativ analys, utarbetad utifrån fyra lärandeaspekter som en naturvetenskaplig simulering bör innehålla. Materialet som hämtats in har problematiserats utifrån de kända svårigheterna som finns i genetikundervisningen och huruvida de kan underlätta lärandet för eleverna. Resultatet visar att digitala simuleringar kan synliggöra osynliga processer och fenomen som inte hade varit möjliga att se i en vanlig laboration. Detta kan hjälpa elever att inte uppleva begrepp och processer som abstrakta och meningslösa. Dock behöver simuleringarna ta hänsyn till att begrepp i genetiken låter lika varandra, som meios och mitos, och för att undvika att elever blir förvirrade. För detta behöver det finnas inbyggda funktioner som med hjälp av text och bilder förklarar dem. Digitala simuleringar kan även underlätta en förflyttning mellan organisationsnivåer, vilket elever ofta misslyckas med, då de synliggör nivåerna på ett sätt som traditionella läroverktyg inte kan göra i samma utsträckning. Dock behöver lärare utveckla en “digital literacy” för att nå till sina pedagogiska mål. Eleverna behöver även få stöd i att utveckla en representationskompetens för att kunna tolka bilderna i en representation eftersom de nödvändigtvis inte vet vad man ska fokusera på.

Abstract [en]

Abstract (en)

This essay examines the educational potential of three digital simulations. The aim of the study was to analyze the simulations, which are designed as experiments. They were aimed at enhancing students' learning in genetics in the subject of biology for upper secondary school and thereby pinpointing their educational potential. In order to obtain this data, a qualitative analysis has been conducted. The analysis model was based on four learning aspects that a science simulation should contain. The material collected has been problematized based on the known difficulties found in the education of genetics and if the simulations can facilitate these for students. What this survey has shown is that digital simulations can visualize invisible processes and phenomena that normally can not be seen with the naked eye. This can, in turn, help students with concepts and processes that are perceived by students as abstract and meaningless. However, the simulations need to take into account that several concepts in genetics are pronounced in a similar way, like meios and mitos, and in order to avoid confusing students, there must be built-in features that can explain them. Digital simulations can also help with the movement between organizational levels, a common issue for students, in ways that traditional learning tools can not do to the same extent. However, teachers need to develop digital literacy to achieve their educational aims. Students also need support in developing a visual literacy in order to interpret the visuals in a representation as they do not necessarily know what to focus on.

Place, publisher, year, edition, pages
2018. , p. s. 30
Keywords [en]
Biology didactics, genetics, secondary school, simulaion
Keywords [sv]
Biologididaktik, genetik, gymnasieskolan, simulering
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:kau:diva-68199OAI: oai:DiVA.org:kau-68199DiVA, id: diva2:1228901
Subject / course
Biology
Educational program
Secondary Education Programme: Upper-Secondary School: Biology (300 ECTS credits)
Supervisors
Examiners
Available from: 2018-07-06 Created: 2018-06-28 Last updated: 2018-07-06Bibliographically approved

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