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ISSN: 2241-4665
REFLECTION ON THE CONTEXT OF KEY
COMPETENCES OF STUDENTS IN TEACHING CELL BIOLOGY
Dr. Isa Hadjiali, Assist. Prof.
Department of Biology Education
Sofia University “St. Kliment
Ohridski”
Dr. Vasiliki Adamoula
1st Lyceum of Elassona
Dr. Petar Raychev, Assist. Prof.
Faculty of Medicine
Sofia University “St. Kliment Ohridski”
Dr. Nadezhda Raycheva, Assoc. Prof.
Department of Biology Education
Sofia University “St. Kliment
Ohridski”
Ο ΠΡΟΒΛΗΜΑΤΙΣΜΟΣ ΣΤΟ ΠΛΑΙΣΙΟ ΤΩΝ ΒΑΣΙΚΩΝ ΙΚΑΝΟΤΗΤΩΝ ΤΩΝ
ΜΑΘΗΤΩΝ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΒΙΟΛΟΓΙΑΣ ΤΟΥ ΚΥΤΤΑΡΟΥ
Dr. Isa Hadjiali, Assist. Prof.
Department of Biology Education
Sofia University “St. Kliment
Ohridski”
Dr. Βασιλική Αδαμούλα
1ο
Λύκειο Ελασσόνας
Dr. Petar Raychev, Assist. Prof.
Faculty of Medicine
Sofia University “St. Kliment Ohridski”
Dr. Nadezhda Raycheva, Assoc. Prof.
Department of Biology Education
Sofia University “St. Kliment
Ohridski”
Abstract.
The article presents the idea of how the reflection educational tasks can serve
as a means of formation and development of key competences for 16-17 year old
students. The structure of the test is presented and it consists of two parts.
The first part includes eight tasks that require students to identify
scientific problems, scientific explanation of natural processes and phenomena
and how to use scientific data and evidence. The second part consists of four
questions requiring students to reflect how to solve problems from the first
part of the test. All of the study results were processed by descriptive
statistics, Spearman–Brown’s coefficient and Pearson coefficient.
INTRODUCTION
Over the last years of the XX and the
early XXI century, reflection has become a topical study problem area of both
regional and international levels (Loughran, 2002; Stephens & Winterbottom, 2010). The majority of researchers pointed out
that the main reason we should look for, is the positive functions of reflection on the overall educational process. On the one hand, it stimulates the intellectual and the overall cognitive development of
the individual, on the other hand, it promotes his socialization in the modern
globalized world (Shambaugh
& Magllaro, 2001; Thorpe, 2000; Zohar & David,
2008; Zohar & Peled, 2008).
We can reasonably claim that the reflective issue has got serious traditions not only as
an instructive theoretical line but also as theoretical and empirical
psychological, pedagogical and methodological research. The majority of authors
note that reflection is „…a psychological
procedure or a process which is consciously directed and gives meaning to
self-knowledge - the knowledge of somebody’s cognitive activity..“
(Kolarova-Kancheva, 2003; Vasilev et al., 2005). As a compact and complex psychological process
it exists and manifests itself in several different modes - intellectual,
personal, communicative and cooperative (Semenov & Stepanov, 1983). Although the reflective modes classificational framework is almost
entirely artificial, abstraction of its defining characteristics support its
formation, development and diagnostics purposefully. Immanent inherent, the
intellectual reflection is the most relevant to the educational process. The
classic in the field of reflective problems J.
Dewey describes the reflective thinking as "an active , urgent and careful consideration of any opinion or supposed form of knowledge in
the light of the grounds that it confirms and further deductions to which it
leads" (Dewey,
1997). J. Piaget examines the
reflection (the reflective abstraction) as ability of the subject
to separate and become aware of its cognitive actions to analyze not only the object and the result but also
the means by which it is achieved (Piaget, 1977).
Intellectual reflection is regarded as "an awareness on the grounds of our thoughts sources, actions and
knowledge ... a reproduction of the ways and means by which the knowledge is
gotten" (Kolarova-Kancheva, 2003; Kosolapov, 1983; Vasilev et al., 2005).
European Qualifications Framework
(EQF) for lifelong learning and the European Reference Framework for key
competences (ERFKC) accept as basic by its very nature normative documents for
the development of the educational system (Raycheva & Tzanova, 2012;
Tzanova & Raycheva, 2012). In this context, reflection can be highlighted
as essential in the structure of key educational competences of the learner - communication in the mother tongue,
communication in foreign languages, mathematical competence and basic
competences in science and technology, digital competence, learning to learn,
social and civic competences, sense of initiative and entrepreneurship,
cultural awareness and expression (Lassnigg & Mayer, 2001; Otten &
Ohana, 2009).
The foundation of the modern
European educational space is not applied exclusively to solid scientific
factual knowledge, but to implementation of educational programs that aim to
develop competencies, cross-curricular integration and active learning,
reflection, etc. The various European countries aim to develop key competences
in two ways: - inclusion as a state educational standard in the curriculum
(Austria, Finland, Germany, UK, Czech Republic, etc.) or changes in educational
legislation (Belgium, France, Italy, Spain, Portugal and others.) (Boiadjieva
et al., 2011).
At this stage the international
comparative research in the field of school education as TIMSS (Trends in
International Mathematics and Science Study) and especially PISA
(Program for International Student
Assessment) gives the main source of information about the current status and
the extent of formation of key competence. The international measurement of key
competencies results in Mathematics and the Natural Sciences in Bulgaria,
report some disturbing trends: first - the achievements of Bulgarian students
compared with their peers from Europe and other countries such as China, Japan,
Singapore, etc. are lower; second - students are not motivated for learning. We
emerge similar negative trends in some national studies in the natural sciences
(Kirova et al., 2010; Tafrova-Grigorova et al., 2009).
MATERIALS AND METHODS
The main objective of the present
study is a development of a set of learning tasks for reflection as a means of
formation and development of key competences for 16-17 year old students in
school training in cell biology. The sample includes 50 students studying cell
biology as a compulsory selective training, section "Microsystem”-
structure and processes.
The main idea of the investigation
is the educational tasks understanding for reflection as a means of formation
and development of student key competences. They are made to promote the activities
of reflection in students over their own cognitive activity in the absorption
of selected thematic content. A characteristic feature of these tasks (labeled
provisionally by us with the term "reflective tasks") is the
deliberate creation of problematic situations that require the learner to
reflect on the grounds of their knowledge on his own cognitive actions to
achieve the final result. They are made to promote the reflection activities of
students over their own cognitive activity in the absorption of selected
thematic content. A characteristic feature of these tasks (indicated
provisionally by us with the term "reflective tasks") is the
deliberate creation of problematic situations that require the learner to think
over the grounds of his knowledge and over their own cognitive actions to
achieve the final result. Each of these tasks aims to realize how the learner
made his decision rather than to monitor the right result.
Achieving the objective requires
constructing a reliable research tool which has to perform not only diagnostic
but also developing role in training. In relation to those mentioned above there
is a test, which consists of two parts.
The first part includes eight tasks
that simulate problematic situations that promote reflexive reasoning of
students over the grounds and the role of their knowledge and actions in their
application within the particular specific situation (biological themes). In
the key competences context tasks students have to establish scientific
problems, scientific explanation of natural processes and phenomena using
scientific data and evidence (Appendix 1). The arrangement of the elements of
the situation is realized in terms of illuminating the choices that focuses on:-
the transmission and application of knowledge; - analysis of the described
situation; - analysis of elements, relations. The arrangement of the elements
of the situation is realized in terms of illuminating the choices that focuses
on structures which helps the formation of conclusions - information conversion
- a synthesis of facts and reorganization of information and activities (Internal Feedback 1 IF 1).
The second
part consists of four questions, directing to comparison
basis of the inner feedback of the first part and argumentation
towards the goal by choice/or by an individual answer. Thus questions
direct the student to reflect how- in what way the tasks of the first part can
be solved. (Internal Feedback 2 IF 2). This added "reflective end" aims
not only to make students think over the similarity and the difference of these
answers but also to inform the teacher and the student about the achieved
results after the biology course (Fig. 1).
Fig. 1.
The main objectives of the first
part of the tests are to show the ability of pupils to:
·
Task 1. Estimate the available information related to
the significance of the presented experiment proving the genetic role of DNA;
·
Task 2. Structure information reflecting significant
signs of aerobic biological oxidation and photosynthesis;
·
Task 3. Prognosticate on possible changes in the DNA
structure as a result of specific factors impact;
·
Task 4. Apply the basic principles of cell theory as
analyze the results of an experiment;
·
Task 5. Transform information reflecting consequential
connections between cell structures and processes, illustrating the application
of the recombinant DNA technology from a scheme into a text;
·
Task 6. Reveal the relations between information items
characterized consequential connections between cell structures involved in the
implementation process of replication;
·
Task 7. Structure information reflecting significant
signs of malignant transformed and normal human cells;
·
Task 8. Summarize the given information related to the
application of monoclonal antibodies in modern immunology as short judgments.
RESULTS AND DISCUSSION
The analysis of the results in the
first part of the test shows (Fig. 2) that the easiest
task is No 7.This requires students to structure information reflecting
significant signs of malignant transformed and normal human cells (task 7: 8%
wrong partly correct 28%, completely correct 64%). According to the students
answers the most difficult task is No 8. In terms of its content, students have
to summarize information related to the application of monoclonal antibodies in
modern immunology as short judgments (task 8: wrong 28% partly correct 60%,
completely correct 12%).
Fig. 2. A presentation of the test tasks answers in percentage.
The students responses to questions
№1 and №2 of the second part of the test (Table I) confirm the
above mentioned percentage. Students declare that they did their best in task 7
(18 students - 36%) and task 2 (13 students - 26%), which require students to
structure information reflecting significant signs of aerobic biological
oxidation and photosynthesis.
TABLE І. Success and failure in tasks
solving.
|
№ of tasks |
Question 1. Which one of the test tasks you did the best? |
Question 2. Which one of the test tasks was the most
difficult? |
|
№ 1 |
5 (10%) |
22 (44%) |
|
№ 2 |
13 (26%) |
8 (16%) |
|
№ 3 |
10 (20%) |
17 (34%) |
|
№ 4 |
6 (12%) |
21 (42%) |
|
№5 |
15 (30%) |
8 (16%) |
|
№6 |
16 (32%) |
10 (20%) |
|
№7 |
18 (36%) |
9 (18%) |
|
№8 |
3 (6%) |
18 (36%) |
Note - the percentages
exceed 100%, as the majority of students pointed out more than one possible
answer.
TABLE ІІ. Question 3 and question № 4 answer
results.
|
Question 3. How did you manage
to solve the given problems? |
|
|
By applying the acquired
knowledge of basic biological concepts and laws. |
12 (24%) |
|
Via resourcefulness and
logic you searched about as you were solving the problem. |
14 (28%) |
|
Via your classmates
help. |
2 (4%) |
|
Via intuition and
guessing the correct answer. |
5 (10%) |
|
By using your own
abilities and acquired skills. |
17 (34%) |
|
Question 4. What skills do
you think that you need to achieve a complete success in solving similar
tasks? |
|
|
How to formulate guesses
(hypotheses). |
16 (32%) |
|
How to justify and prove
allegations. |
12 (24%) |
|
How to analyze connections and dependencies between
individual parts. |
5 (10%) |
|
How to summarize and
formulate conclusions. |
7 (14%) |
|
How to detect common
principles as you solve some problems. |
10 (20%) |
As for the most difficult task in
the test, students pointed out task 1 (22 students - 44%). The task aim is to
measure the ability of the student to estimate the available information
related to justifying significance of the presented experiment proving the
genetic role of DNA. The second one is task 4 (21 students - 42%), which
requires students to apply the basics of cell theory in analyzing the results
of an experiment.
The analysis of the students’ answers
to a question №3 is the basis for these analysis and comments. 34% (17
students) declare that they have overcome the difficulties which have arisen by
using their own abilities and acquired skills. The second most common answer
according to the percentage is from (14 students - 28%) who responded that the
main way to overcome the difficulty in the process of resolving a task is to
search resourcefulness and logic. As regards the question №4 results,
namely the necessary skills to solve similar tasks illustrate that 16
respondents (32%) think that they should learn how to formulate assumptions
(hypotheses), second (12 - 24%) students choose skills on how to justify (justify)
and prove the allegations and the third (10-20%) skills to detect common
principles as you solve some problems (TABLE II).
TABLE III.
Correlation analysis.
|
Correlation coefficient |
Correlation between
the results in the first part of the test and the answers to the question
№3 |
|
Spearman–Brown’s
coefficient (rsb) |
Correlation Coefficient
= (0,602**) p=0,000 p < 0,01 N= 50 H0- is rejected |
|
Pearson coefficient
(r) |
Correlation
Coefficient = (0,685**) p=0,000 p < 0,01 N= 50 H0- is rejected |
The conducted correlation analysis is connected with the empirical verification of the following statistical hypotheses:
Null hypothesis (H0): Between variables X and Y, which describe with numerical values the achievements of the students in the
first part of the test and the answers to the question №3, there isn’t any significant
positive correlation.
Alternative hypothesis (H1): Between variables
X and Y, which describe with numerical values the achievements of the students in the first part of the test and the answers to the question №3, there is a significant positive
correlation.
For verification of statistical hypotheses nonparametric methods were used to calculate the correlation coefficient: Spearman-Brown's coefficient (rsb) and Pearson coefficient (r).
The
correlation analysis clearly shows that there is a significant correlation between variables X и Y, which describes with numerical values the achievements
of the students in the first part of the test and the
answers to the question №3. (rsb=0,602, p=0,000, p < 0,01; r =0,685, р=0,000, p < 0,01) (TABLE III).
The empirical values of Spearman–Brown’s coefficient (rsb) and Pearson Correlation (r). Show a significant correlation between the two investigated signs. They are a sufficient reason to accept the alternative hypothesis (H1): Between variables X and Y, which are described
with numerical values the achievements of the
students in the first part of the test and the answers to the
question №3, there is a significant positive correlation.
CONCLUSION
The results of this study can be used as a basis for the reflections
and generalizations in at
least three interconnected boards:
1. The two reference frameworks, European Qualifications Framework (ЕQF) for lifelong
learning and European Reference Framework for
Key Competences (ERFKC ) outline the field of
the social contract of the European Education in which area the
reflection is an inseparable part of the personal and professional development. In
this sense the formation of reflexive skills is of a legislative context.
2. The formation and development of reflexive skills is a goal as in the
context of the relationship "subject - object" in view of the quality
of the final product, so in the relationship "subject - subject" in
view of the personal qualities of the subjects. A
specific constructed task is an effective instrument in the sense of that aim.
3. The
specificity of the reflexive tasks
includes as a component of the task, such an internal feedback functioning
mechanism which on one hand is the source
for the determination of the
parameters of a future corrective action
and on the other hand for
evaluating (by the teacher) of the formational level
of the reflexive skills and self-assessment of the
students.
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Dewey, J. (1997). How we think. Mineola. New York: Dover
Publications Inc.
Kirova, M.,
Boiadjieva, E. & Tafrova-Grigorova, A. (2010). Students’achievments approve
the state educational requirements. Chemistry,
19 (2), 116 – 140.
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T. (2003). The intellectual reflection in
the training in Biology, grade 9. PhD thesis (in Bulgarian). Plovdiv.
Kosolapov, V.
(1983). The reflection in the framework of the scientific hypothesis. In: – The
reflection, issues in the scientific knowledg (in Russian), Kuybyshev,
Kuybyshev State University, pp. 133-138.
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Mayer, K. (2001). Definition and
selection of key competencies in Austria. Viena, Equihs.
Loughran, J. J.
(2002). Effective reflective practice: in search of meaning in learning about
teaching. J. Teacher Education, 53
(1), 33 – 43.
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Ohana, Y. (2009). The eight key
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Raycheva, N. &
Tzanova, N. (2012). Methodology of
biology education. Tasks for the formation of professional competencies of
teacher. Sofia, Pensof (in Bulgarian).
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Stepanov, S. (1983). The problem about the subject and methods of psychological
studying of reflection. In: – Research of
the problems in the psychology of creativity, Moscow, pp. 154 – 182, (in
Russian).
Shambaugh, N. &
Magllaro, S. (2001). A reflexive model for teaching instructional design. Educational Technology Research and
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Winterbottom, M. (2010). Using a learning log to support students’ learning in
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APPENDIX 1.
Task 1. 3. The text reflects
the data for a scientific experiment carried out by a British biologist
Fred Griffith, based on the information contained
in the text and Figure 1, post suggestion for the
purpose of the experiment.
& Text:
In 1923, Fred Griffith experimented with two strains of pathogenic and
non-pathogenic Pneumococci. The pathogenic
pneumococci are coated with mucosal
polysaccharide capsule which is essential for the
manifestation of their pathogenicity. These bacteria form smooth colonies and
therefore are referred to as S- colonies. The mutant strains are deprived of their polysaccharide capsule and are not pathogenic. They form irregular colonies, therefore are referred
to as R.
In his
experiments F.
Griffith injected mice with a mixture of alive
non-pathogenic (R) and dead bacteria (S) (killed by heating, that caused their death). According to Griffith, the cause of death of the mice was the existence of an "active" compound in
pathogenic cells that remains intact under the
heat treatment and later were transferred to the
non-pathogenic pneumococci, transformed them into pathogenic.
Fig. 1. Fr. Griffith experiment.
А. Griffith proved the transformation function of DNA to converse of
non-pathogenic to pathogenic pneumococci.
B. He proved the role of mice as a target for genetic researches.
C. He proved the
genetic role of DNA for storage and transmission of the hereditary program.
D. He proved the role of mutations on living
organisms.
E. He proved the morphological characteristics
of both strains of pneumococci.
¤
In the answer sheet circle the letter of the
answers that are most appropriate.
Task 2. In items A - E there are five statements about the aerobic
process of the biological oxidation and photosynthesis. Define only one question that requires bringing together of all the above mentioned statements.
А. In the process of photosynthesis the
light energy is used for the conversion of the low energy oxidized form
of carbon (CO2) at a high energy reduced form of C in the composition of the
organic compounds. The aerobic biological oxidation is the final stage of the
degradation of the organic substances, which then release a significant amount
of energy (ATP) to form H2O.
B. In the light
phase of photosynthesis, electrons hit by the pigment molecules are transported through electron chains to coenzyme (NADP) and the released
energy is used for the synthesis of ATP. At the biological oxidation, electron transfer to the
final acceptor (O2) is carried out through intermediate transmitters
(respiratory chain), resulting in the release of
energy for synthesis of ATP.
C. The sources of electrons in
photosynthesis are pigment molecules SNS, which are
activated by absorbance of light quanta. Biological
oxidation source of electrons is the oxidizing
substrate.
D. In the process of
photosynthesis, besides synthesis of ATP during
electron transportation, the reduction of NADP is carried out too. In
organic oxidation consistent electron transfer is
performed by reduced output NAD (NAD. H2) to the final oxidizer O2 to form H2O.
E. In photosynthesis, the
conversion of the light energy into energy
of ATP requires the participation of a special ATP-synthase complex located in
the membranes of the thylakoids of the
chloroplasts. In organic oxidation, the transformation
of the released energy in the respiratory chain into energy of ATP is associated
with the activity of ATP synthase complex, produced in the inner mitochondrial
membrane.
! Provide your reasoning in the answer sheet.
Task 3. Suggest and justify at least a
hypothesis about the possible changes in the
structure of DNA if:
û А. DNA was heated at 85оС-
100оС.
û Б. A mixture of single-stranded DNA fragments
isolated from human and chimpanzee are placed at 65 о С.
! Provide your
reasoning in the answer sheet.
Task 4. In Figure 2 consecutive
stages of an experiment conducted with Rana ridibunda
are presented. Analyze the scheme. Which one of the listed
in Item. A - E positions of the cell theory should you use as an argument to explain the results?
Fig. 2. Experiment
with Rana ridibunda.
А. The cell is the smallest structural and functional unit of living matter.
B. Cells of the different
organisms are similar (homologous) in structure.
C. Cells are
reproducted by division.
D. Multicellular organisms are complex
mixtures of cells, united in a uniform system of
tissues and organs connected through neural and
humoral regulation.
E. All cells in a multicellular
organism are totipotent, i.e. each cell carries
the genetic information for the development of the whole organism.
¤
In the answer sheet circle the letters of the
answers that are the most appropriate.
Task 5. Write a short
text, that reflects the relationship between the
reflected structures and processes in Figure 3, illustrating the
application of recombinant DNA technology for industrial
production of the insulin hormone.
Fig. 3.
Human insulin production.
!. Write your text (not more than 5-6
sentences) in the answer sheet.
Task 6. Write a short text that reflects the connection between the
listed in Item. A to
H. components of the cell and their
participation in the implementing process of
replication.
А. DNA matrix E. topoisomerase
B. activated deoxyribonucleotides F. helicase
C. replicative fork G. DNA-polymerase
D. Okazaki fragments H. DNA ligase
! Write your text (not more than 5-6
sentences) in the answer sheet
Task 7. In Item. A - E five
statements about cancer cells are given. Define only one question that requires a reasoned reply to the
unification of all these statements.
А. Cancer cells divide continuously for unlimited
period of time, which explains why their number
is growing rapidly. In a fast-growing tumor with
a diameter of 0.5 cm. there are a few billion of cells. The abnormalities in their
genetic program are transmitted to the
division daughter cells.
B. Normal cells growing in a cell culture
form a monolayer that covers the walls of the
vessel and after that, division
stops. Unlike normal cells, cancerous cells do
not possess this property. They divide as long as conditions exist
(nutrients, oxygen, optimal temperature) forming a shapeless
cellular mass.
C. Cancer cells are not specialized.
They appear obvious morphological differences comparing with the normal cells
of the same tissue. Cancer cells of the skin, for example, are more rounded and
soft comparing with the flat and solid cells of
the epidermis.
D. Cancer cells penetrate between the
cells of other tissues or in the blood flow and
form elsewhere in the body tumor masses (metastasis).
This is one of the reasons for the difficulty of treating cancer at a later
stage of the disease.
E. Carcinogenic cells can easily be transplanted into another organism where they continue to divide. A
transplant of a carcinogenic cell in a healthy
animal after a certain time causes cancer.
! Write the question in the answer sheet.
Task 8. The text gives
information for obtaining monoclonal
antibodies from cell cultures. Which of the following in
Item. A - E data can be used as an argument
to demonstrate the practical application of this method in modern immunology?
&Text:
Antibodies are produced by a special type of white
blood cells, the B-lymphocytes. If you isolate a single B-lymphocyte (a branch)
from an immunized animal you will isolate cells with a specific antibody. These
cells, however, have a short life expectancy and
cannot be cultivated in a nutrient medium. That's why for
the preparation of monoclonal antibodies a technique is
applied , also known as the “hybridoma
technique”.
This technique consists
in the following: in an appropriate medium
a cell fusion is performed between two types of cells, B
-lymphocytes with a cancer antigen from an
immunized animal (usually a mouse) and transformed B-lymphocytes (known as myelomas). The
resultant hybrid cell is an hybridoma, that has
inherited the ability to synthesize
antibodies with a specific antigen from
B-lymphocytes and the ability for an unlimited division and cultivation from the myeloma.
¤ Circle the letter of the answers
you consider to be the most appropriate in the
answer sheet:
А. The data for the ability of the hybridoma
cells to produce antibodies with a predetermined
antigenic specificity.
B. The data for the production of hybrid cells
- hybridomas.
C. The data for the isolation of the fusion
antigen specific antibodies
D. The data for the composition of the culture medium in which the hybridomas are
cultured.
E. The data for the ability of hybridoma cells for an unlimited
division and cultivation.
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