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Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo

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Abstract

This mixed-methods research study aimed to observe the changes in relational conceptual changes and achievement in photosynthesis and cellular respiration in 15 seventh-grade students using the variation theory of learning, a framework for contextual distinctions, and supports the Common Knowledge Construction Model (CKCM) for science education. The strategy used was prediction-observation-explanation, where students wrote and drew to express their macroscopic and sub-microscopic concepts, depicting any changes. Pre- and post-assessment tests were given to measure achievement in science. Through phenomenography analysis, five descriptive categories were generated for photosynthesis and nine for cellular respiration, revealing variations within and between students' ideas. Statistical tests showed significant improvements (p < .001) in photosynthesis and cellular respiration knowledge after implementing the CKCM learning sequence, with scores increasing from 37 to 77% and 33% to 72%, respectively. These findings suggest that inquiry-based learning based on relational conceptual change, guided by variation theory and an understanding of the nature of science, can lead to a deeper understanding of scientific explanations and improve overall science achievement.

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(Adapted from Creswell & Plano Clark (2007, p.68, Table 4.2b)

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Authors and Affiliations

  1. Teacher Education Division, College of Education, Wayne State University, Detroit, Michigan, 48202, USA

    Ifeyinwa Uke & Jazlin Ebenezer

  2. Department of Mathematics and Science Education, Program of Science Education, Faculty of Education, Usak University, 1 Eylul Campus, 64200, Usak, Türkiye

    Osman Nafiz Kaya

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  1. Ifeyinwa Uke
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Appendix A Some items of both achievement tests

Appendix A Some items of both achievement tests

Lights supplies the energy for photosynthesis. What is the overall chemical reaction?

  1. A)

    Oxygen and water are converted into glucose sugar and carbon dioxide.

  2. B)

    Carbon dioxide and water are converted into glucose sugar and oxygen.

  3. C)

    Sugar is broken into water and oxygen.

  4. D)

    Carbon dioxide and oxygen are converted into glucose sugar and water.

Which of the following organisms can perform photosynthesis?

  1. A)

    Animals only

  2. B)

    Plants only

  3. C)

    Plants, algae, some bacteria, some protists

  4. D)

    Only plants and animals

Cellular respiration’s goal is

  1. A)

    Make water

  2. B)

    Make ATP

  3. C)

    Make glucose

  4. D)

    Make oxygen

What is the correct equation for cellular respiration?

  1. A)

    6O2 + C6H12O6- > 6CO2 + 6H2O + energy

  2. B)

    6O2 + C6H12O6 + energy—> 6CO2 + 6H2O

  3. C)

    6CO2 + 6H2O—> 6O2 + C6H12O6 + energy

  4. D)

    6CO2 + 6H2O + energy—> 6O2 + C6H12O6

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Uke, I., Ebenezer, J. & Kaya, O.N. Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo. Res Sci Educ (2024). https://doi.org/10.1007/s11165-024-10156-7

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