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Ilona Södervik
Centre for University Teaching and Learning (HYPE), University of Helsinki, 00014 Helsinki, Finland

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Journal article
Published: 21 July 2021 in Education Sciences
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The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.

ACS Style

Ilona Södervik; Maija Nousiainen; Ismo. Koponen. First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis. Education Sciences 2021, 11, 369 .

AMA Style

Ilona Södervik, Maija Nousiainen, Ismo. Koponen. First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis. Education Sciences. 2021; 11 (8):369.

Chicago/Turabian Style

Ilona Södervik; Maija Nousiainen; Ismo. Koponen. 2021. "First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis." Education Sciences 11, no. 8: 369.

Chapter
Published: 28 May 2021 in Applying Bio-Measurements Methodologies in Science Education Research
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Future experts of life sciences need adaptive and flexible reasoning skills in solving remarkably complex, multidisciplinary and unexpected problems, such as pandemics of severe infections, antibiotic resistance, climate change and biodiversity loss, that will require innovative ways of reasoning, and the ability to use knowledge and skills adaptively in unforeseen and adverse contexts. This requires the promotion of the so-called adaptive expertise, which is considered a separate dimension in the development of expertise that needs to be intentionally supported during higher education. Case tasks can be beneficial in this pursuit, since effective case processing and knowledge restructuring are considered to be the key concepts in expertise development. In this chapter, we synthesize the results from two of our studies, employing an eye-tracking method in which routine and non-routine text-based case tasks were used to investigate processing and problem-solving among medical actors with different levels of expertise. Our results show that the processing patterns of students and more experienced actors differed while reading case description texts. Generally, experienced actors and those students who were more successful in the case task processed the texts more quickly. Furthermore, the level and quality of basic biological knowledge seemed to be related to the success of students in problem-solving case tasks. Additionally, script activation seemed to be detectable from participants’ eye movements. These results shed light on knowledge integration and problem-solving through case processing, and show that eye tracking provides interesting insights into these areas. The results should advance the instruction of life sciences in higher education, where it is imperative to train future experts to be able to work efficiently both in predictable and especially in unpredictable circumstances.

ACS Style

Ilona Södervik; Henna Vilppu. Case Processing in the Development of Expertise in Life Sciences-What Can Eye Movements Reveal? Applying Bio-Measurements Methodologies in Science Education Research 2021, 169 -183.

AMA Style

Ilona Södervik, Henna Vilppu. Case Processing in the Development of Expertise in Life Sciences-What Can Eye Movements Reveal? Applying Bio-Measurements Methodologies in Science Education Research. 2021; ():169-183.

Chicago/Turabian Style

Ilona Södervik; Henna Vilppu. 2021. "Case Processing in the Development of Expertise in Life Sciences-What Can Eye Movements Reveal?" Applying Bio-Measurements Methodologies in Science Education Research , no. : 169-183.

Journal article
Published: 26 May 2021 in Education Sciences
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Understanding chemical models can be challenging for many university students studying chemistry. This study analysed students’ understanding of molecular structures using the Lewis structure as a model, and examined what hinders their understanding. We conducted pre- and post-tests to analyse students’ conceptions and changes in them. The measures contained multiple-choice questions and drawing tasks testing their understanding of concepts, such as polarity, geometry, charge or formal charge and expanded octet. The pre-test revealed a lack of knowledge and several misconceptions in students’ prior knowledge. For example, the concept of polarity was well-known, but the combination of polarity and geometry appeared to be difficult. For some students, the representation of molecules was intuitive and lacking a systematic approach. Certain students used mnemonics and draw ball-and-stick models connected to surficial representations. After the chemistry courses, the conceptions and drawings had generally changed, and the level of the students’ knowledge increased markedly. Although, fewer ball-and-stick models were drawn in the post-test, some students still used them. The main result was that students who drew ball-and-stick models in the pre-test were less capable of drawing the correct Lewis structures with electrons in the post-test. In addition, heuristics seem to hinder learning and some concepts, such as resonance, remained difficult. This is probably due to the fact that understanding molecular structures requires systemic understanding, where several matters must be understood at the same time. Our study highlights that the understanding of molecular structures requires conceptual change related to several sub-concepts.

ACS Style

Maarit Karonen; Mari Murtonen; Ilona Södervik; Marianna Manninen; Mikko Salomäki. Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example. Education Sciences 2021, 11, 258 .

AMA Style

Maarit Karonen, Mari Murtonen, Ilona Södervik, Marianna Manninen, Mikko Salomäki. Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example. Education Sciences. 2021; 11 (6):258.

Chicago/Turabian Style

Maarit Karonen; Mari Murtonen; Ilona Södervik; Marianna Manninen; Mikko Salomäki. 2021. "Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example." Education Sciences 11, no. 6: 258.

Conference paper
Published: 01 July 2020 in EDULEARN20 Proceedings
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Information about the paper titled "LEARNING OF LABORATORY SKILLS VIA AUGMENTED REALITY - CASE STUDY IN PHARMACY" at IATED Digital Library

ACS Style

Karmen Kapp; Mia Sivén; Patrick Laurén; Monica Aejmelaeus; Sonja Virtanen; Nina Katajavuori; Ilona Josefiina Södervik. LEARNING OF LABORATORY SKILLS VIA AUGMENTED REALITY - CASE STUDY IN PHARMACY. EDULEARN20 Proceedings 2020, 7631 -7638.

AMA Style

Karmen Kapp, Mia Sivén, Patrick Laurén, Monica Aejmelaeus, Sonja Virtanen, Nina Katajavuori, Ilona Josefiina Södervik. LEARNING OF LABORATORY SKILLS VIA AUGMENTED REALITY - CASE STUDY IN PHARMACY. EDULEARN20 Proceedings. 2020; ():7631-7638.

Chicago/Turabian Style

Karmen Kapp; Mia Sivén; Patrick Laurén; Monica Aejmelaeus; Sonja Virtanen; Nina Katajavuori; Ilona Josefiina Södervik. 2020. "LEARNING OF LABORATORY SKILLS VIA AUGMENTED REALITY - CASE STUDY IN PHARMACY." EDULEARN20 Proceedings , no. : 7631-7638.

Journal article
Published: 13 May 2020 in Pharmacy Education
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The varying levels and quality of students’ prior knowledge pose a challenge for instruction at university. Due to the scarcity of studies in pharmacy, in this study pharmacy students (N=126) prior knowledge of biosciences was measured at the beginning of their first study year using a questionnaire comprising ten multiple choice questions and a case task. The results of multiple-choice and open-ended questions revealed serious gaps and different-level misconceptions in students’ answers partly related to the absence of elementary knowledge. The level of prior knowledge correlated with study progress measured at the end of the first study year. The study’s findings suggest that it is possible to identify students at risk of delayed studies using this kind of relatively light pre-test. Problem-solving tasks such as case descriptions can be used to detect potential misconceptions. The pedagogical implications of these results are discussed.

ACS Style

Ilona Södervik; Leena Hanski; Nina Katajavuori. First-year pharmacy students’ prior knowledge correlates with study progress and reveals different dynamics of misconceptions. Pharmacy Education 2020, 94 -102.

AMA Style

Ilona Södervik, Leena Hanski, Nina Katajavuori. First-year pharmacy students’ prior knowledge correlates with study progress and reveals different dynamics of misconceptions. Pharmacy Education. 2020; ():94-102.

Chicago/Turabian Style

Ilona Södervik; Leena Hanski; Nina Katajavuori. 2020. "First-year pharmacy students’ prior knowledge correlates with study progress and reveals different dynamics of misconceptions." Pharmacy Education , no. : 94-102.

Conference paper
Published: 01 January 2020 in Proceedings of the 53rd Hawaii International Conference on System Sciences
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ACS Style

Jani Holopainen; Antti Lähtevänoja; Osmo Mattila; Ilona Josefiina Södervik; Essi Pöyry; Petri Parvinen. Exploring the Learning Outcomes with Various Technologies - Proposing Design Principles for Virtual Reality Learning Environments. Proceedings of the 53rd Hawaii International Conference on System Sciences 2020, 1 .

AMA Style

Jani Holopainen, Antti Lähtevänoja, Osmo Mattila, Ilona Josefiina Södervik, Essi Pöyry, Petri Parvinen. Exploring the Learning Outcomes with Various Technologies - Proposing Design Principles for Virtual Reality Learning Environments. Proceedings of the 53rd Hawaii International Conference on System Sciences. 2020; ():1.

Chicago/Turabian Style

Jani Holopainen; Antti Lähtevänoja; Osmo Mattila; Ilona Josefiina Södervik; Essi Pöyry; Petri Parvinen. 2020. "Exploring the Learning Outcomes with Various Technologies - Proposing Design Principles for Virtual Reality Learning Environments." Proceedings of the 53rd Hawaii International Conference on System Sciences , no. : 1.

Original research
Published: 23 October 2019 in Instructional Science
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The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.

ACS Style

Henna Vilppu; Ilona Josefiina Södervik; Liisa Postareff; Mari Murtonen. The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science 2019, 47, 679 -709.

AMA Style

Henna Vilppu, Ilona Josefiina Södervik, Liisa Postareff, Mari Murtonen. The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science. 2019; 47 (6):679-709.

Chicago/Turabian Style

Henna Vilppu; Ilona Josefiina Södervik; Liisa Postareff; Mari Murtonen. 2019. "The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations." Instructional Science 47, no. 6: 679-709.

Journal article
Published: 16 September 2019 in International Journal of Educational Research
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This study investigates professional development during medical studies from a conceptual change perspective. Medical students’ conceptual understanding and clinical reasoning concerning the central cardiovascular system were investigated during the first three years of study. Professional development was inspected from the perspectives of biomedical knowledge, clinical knowledge and skills needed to solve a patient case. Biomedical misconceptions regarding false beliefs and mental models were detected. Students with misconceptions were more likely to give lower level answers in clinical application tasks and to make inaccurate diagnoses compared to those students who had accurate conceptual understanding. Based on the results, pedagogical suggestions are discussed.

ACS Style

I. Södervik; M. Mikkilä-Erdmann; M.T.H. Chi. Conceptual change challenges in medicine during professional development. International Journal of Educational Research 2019, 98, 159 -170.

AMA Style

I. Södervik, M. Mikkilä-Erdmann, M.T.H. Chi. Conceptual change challenges in medicine during professional development. International Journal of Educational Research. 2019; 98 ():159-170.

Chicago/Turabian Style

I. Södervik; M. Mikkilä-Erdmann; M.T.H. Chi. 2019. "Conceptual change challenges in medicine during professional development." International Journal of Educational Research 98, no. : 159-170.

Conference paper
Published: 01 July 2019 in EDULEARN19 Proceedings
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ACS Style

Hanna-Riitta Kymäläinen; Matti Luukkainen; Ilona Josefiina Södervik. HOWULEARN AND OODIKONE AS TOOLS FOR ENHANCING LEARNING AND PROGRESS IN ACADEMIC STUDIES. EDULEARN19 Proceedings 2019, 1033 -1037.

AMA Style

Hanna-Riitta Kymäläinen, Matti Luukkainen, Ilona Josefiina Södervik. HOWULEARN AND OODIKONE AS TOOLS FOR ENHANCING LEARNING AND PROGRESS IN ACADEMIC STUDIES. EDULEARN19 Proceedings. 2019; ():1033-1037.

Chicago/Turabian Style

Hanna-Riitta Kymäläinen; Matti Luukkainen; Ilona Josefiina Södervik. 2019. "HOWULEARN AND OODIKONE AS TOOLS FOR ENHANCING LEARNING AND PROGRESS IN ACADEMIC STUDIES." EDULEARN19 Proceedings , no. : 1033-1037.

Conference paper
Published: 01 January 2019 in Communications in Computer and Information Science
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In this study, a simulated, VR-based environment was built and analyzed to explore if a VR environment can possess recovering effects. 61 university students tested a VR application depicting a forest and answered survey questions about the experience. The results showed that VR-environment can indeed have recovering effects. Moreover, when comparing to previous studies in real forests, the recovery effects were at similar levels. The study results suggest that as the VR-based environments can possess recovery effects, they can work as recovery environments at schools or similar environments. The study results offer implications for the designers and propose design principles to build recovering VR environments. Future research avenues to scrutinize the results in various research contexts are discussed.

ACS Style

Antti Lähtevänoja; Jani Holopainen; Osmo Mattila; Ilona Josefiina Södervik; Petri Parvinen; Essi Pöyry. Virtual Reality as a Recovering Environment - Implications for Design Principles. Communications in Computer and Information Science 2019, 506 -516.

AMA Style

Antti Lähtevänoja, Jani Holopainen, Osmo Mattila, Ilona Josefiina Södervik, Petri Parvinen, Essi Pöyry. Virtual Reality as a Recovering Environment - Implications for Design Principles. Communications in Computer and Information Science. 2019; ():506-516.

Chicago/Turabian Style

Antti Lähtevänoja; Jani Holopainen; Osmo Mattila; Ilona Josefiina Södervik; Petri Parvinen; Essi Pöyry. 2019. "Virtual Reality as a Recovering Environment - Implications for Design Principles." Communications in Computer and Information Science , no. : 506-516.

Articles
Published: 29 October 2018 in Journal of Biological Education
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In this study, firstly, university biology students’ conceptual understanding and potential misconceptions concerning meiosis were studied. Secondly, an easily applicable drawing task was used to foster students’ metaconceptual awareness which would help them to reach conceptual change. A quasi-experimental design with a non-equivalent control group was conducted. The students (N = 82) were divided into experimental and control groups. The control groups attended traditional teaching, i.e. lectures with practicals, whilst the experimental groups had an additional activating task before practicals. In the activating task, the students drew the selected phases of meiosis and marked given concepts of meiosis in the drawing. The drawings were scored and the solutions were discussed in detail with the students. After the activating task, the traditional practicals were held for both groups. After a week, both experimental and control groups were given the same task. The results show that students in the experimental group understood meiosis significantly better than the control group, who had more misconceptions after the instruction compared to the experimental group. Thus, fostering students’ metaconceptual awareness is crucial and relatively easy to apply, also in higher education.

ACS Style

M. Murtonen; C Nokkala; I. Södervik. Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students. Journal of Biological Education 2018, 54, 3 -16.

AMA Style

M. Murtonen, C Nokkala, I. Södervik. Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students. Journal of Biological Education. 2018; 54 (1):3-16.

Chicago/Turabian Style

M. Murtonen; C Nokkala; I. Södervik. 2018. "Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students." Journal of Biological Education 54, no. 1: 3-16.

Journal article
Published: 01 December 2017 in Learning and Instruction
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ACS Style

Ilona Södervik; Henna Vilppu; Erika Österholm; Mirjamaija Mikkilä-Erdmann. Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance. Learning and Instruction 2017, 52, 139 -147.

AMA Style

Ilona Södervik, Henna Vilppu, Erika Österholm, Mirjamaija Mikkilä-Erdmann. Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance. Learning and Instruction. 2017; 52 ():139-147.

Chicago/Turabian Style

Ilona Södervik; Henna Vilppu; Erika Österholm; Mirjamaija Mikkilä-Erdmann. 2017. "Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance." Learning and Instruction 52, no. : 139-147.

Evaluation study
Published: 27 May 2016 in Anatomical Sciences Education
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This study used the eye-tracking method to explore how the level of expertise influences reading, and solving, two written patient cases on cardiac failure and pulmonary embolus. Eye-tracking is a fairly commonly used method in medical education research, but it has been primarily applied to studies analyzing the processing of visualizations, such as medical images or patient video cases. Third-year medical students (n = 39) and residents (n = 13) read two patient case texts in an eye-tracking laboratory. The analysis focused on the diagnosis made, the total visit duration per text slide, and eye-movement indicators regarding task-relevant and task-redundant areas of the patient case text. The results showed that almost all participants (48/52) made the correct diagnosis of the first patient case, whereas all the residents, but only 17 students, correctly diagnosed the second case. The residents were efficient patient-case-solvers: they reached the correct diagnoses, and processed the cases faster and with a lower number of fixations than did the students. Further, the students and residents demonstrated different reading patterns with regard to which slides they proportionally paid most attention. The observed differences could be utilized in medical education to model expert reasoning and to teach the manner in which a good medical text is constructed. Eye-tracking methodology appears to have a great deal of potential in evaluating performance and growing diagnostic expertise in reading medical texts. However, further research using medical texts as stimuli is required. Anat Sci Educ. © 2016 American Association of Anatomists.

ACS Style

Henna Vilppu; Ilona Södervik; Mirjamaija Mikkilä-Erdmann; Erika Österholm-Matikainen. Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis. Anatomical Sciences Education 2016, 10, 23 -33.

AMA Style

Henna Vilppu, Ilona Södervik, Mirjamaija Mikkilä-Erdmann, Erika Österholm-Matikainen. Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis. Anatomical Sciences Education. 2016; 10 (1):23-33.

Chicago/Turabian Style

Henna Vilppu; Ilona Södervik; Mirjamaija Mikkilä-Erdmann; Erika Österholm-Matikainen. 2016. "Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis." Anatomical Sciences Education 10, no. 1: 23-33.

Journal article
Published: 21 October 2014 in International Journal of Science and Mathematics Education
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University students’ understanding of photosynthesis was examined in a large introductory biosciences class. The focus of this study was to first examine the conceptions of photosynthesis among students in class and then to investigate how a certain type of text could enhance students’ understanding of photosynthesis. The study was based on pre- and post-test designs, in which students’ prior knowledge of photosynthesis was measured with ten open-ended questions. The test measured the students’ systemic and factual levels of understanding. After students read either a text that systematically pointed out how typical misconceptions contradict scientific concepts (a refutational text) or a traditional text (a non-refutational text), the students’ knowledge was tested again with the same test instrument. Results showed that students’ prior knowledge and understanding of photosynthesis varied considerably, but both texts seemed to support effective learning. The study revealed several common systemic and factual misconceptions students hold concerning photosynthesis. The knowledge of students majoring in biology was higher than that of non-major students, especially concerning the systemic understanding of photosynthesis. The refutational text appeared to help the students who had weak prior knowledge. Thus, science educators should be aware of the heterogeneity of students concerning their levels of prior knowledge and should design instruction accordingly. We suggest that tools, such as refutational texts, can support students at the university level who have weaker prior understanding.

ACS Style

Ilona Södervik; Viivi Virtanen; Mirjamaija Mikkilä-Erdmann. CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS. International Journal of Science and Mathematics Education 2014, 13, 733 -750.

AMA Style

Ilona Södervik, Viivi Virtanen, Mirjamaija Mikkilä-Erdmann. CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS. International Journal of Science and Mathematics Education. 2014; 13 (4):733-750.

Chicago/Turabian Style

Ilona Södervik; Viivi Virtanen; Mirjamaija Mikkilä-Erdmann. 2014. "CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS." International Journal of Science and Mathematics Education 13, no. 4: 733-750.

Journal article
Published: 04 July 2014 in Journal of Science Teacher Education
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The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational text. Especially students who had naïve prior understanding regarding photosynthesis benefitted more from a refutational text. Thus, a refutational text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes.

ACS Style

Ilona Josefiina Södervik; Mirjamaija Mikkilä-Erdmann; Henna Vilppu. Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design. Journal of Science Teacher Education 2014, 25, 581 -600.

AMA Style

Ilona Josefiina Södervik, Mirjamaija Mikkilä-Erdmann, Henna Vilppu. Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design. Journal of Science Teacher Education. 2014; 25 (5):581-600.

Chicago/Turabian Style

Ilona Josefiina Södervik; Mirjamaija Mikkilä-Erdmann; Henna Vilppu. 2014. "Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design." Journal of Science Teacher Education 25, no. 5: 581-600.