New Perspectives in Science Education

Understanding plant reproduction is an important goal in science education since plants build the basis for many ecosystems. Moreover, plant reproduction processes connect directly to the global issue of the decline of pollinating insects. To understand the current state of learning about plant reproduction in Austria, the presented project analyses the presentation of this topic in Austrian biology textbooks. This analysis is embedded in a multi perspective research project, investigating educational aspects of plant reproduction (e.g. textbooks, students’ conceptions, scientific books) following the Model of Educational Reconstruction.[1] The textbook analysis includes 18 biology textbook series from the 5th grade in which plant reproduction is typically taught in Austria. The analysis uses the method from Roseman et al. [2] which was adapted to the topic of plant reproduction. The textbook analysis focuses on the presentation of core ideas of plant reproduction and on aspects relevant for the development of students’ conceptions, such as the use of terms, metaphors, and examples. Findings are set in relation to a) the representations in scientific books, which were analyzed using the same method as in the textbook analysis[3] and b) students’ conceptions, which were investigated in a parallel study.[4] Results show that all textbooks present plant reproduction in much detail, including means of pollination, descriptions of pollen tube growth and fertilization. Results also indicate potential difficulties for students, such as the use of inconsistent or misleading terms or metaphors. Most importantly, many books present and discuss variety insufficiently, although this variety is inherent for many aspects of plant reproduction such as pollination biology. It would be crucial to include advantages and disadvantages of pollination mechanisms and provide an understanding how mechanisms and adaptions developed from an evolutionary perspective. In summary, the presented project provides direct implications for teaching plant reproduction and for a beneficial use of textbooks.

Keywords: plant reproduction; educational reconstruction; textbook analysis; pollination; biology education.

References: 

1. Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction–A framework for improving teaching and learning science. In Science education research and practice in Europe. 13-37.
2. Roseman, J. E., Stern, L. & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching, 47(1), 47-70.
3. Lampert, P., Scheuch, M. & Kiehn, M. (2018). Wie pflanzen sich Pflanzen fort? – Eine fachliche Klärung. Erkenntnisweg Biologiedidaktik, 17, 9-25.
4. Lampert, P., Scheuch, M., Pany, P., Müllner, B., & Kiehn, M. (2019). Understanding students' conceptions of plant reproduction to better teach plant biology in schools. Plants, People, Planet, 1(3), 248-260.