Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach
Abstract
Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high-school teachers can be advised to apply the interdisciplinary teachi...ng approach in order to improve their students' knowledge about this process.
Keywords:
conceptual understanding / process of digestion / functionalization of acquired knowledge / interdisciplinary teaching approachSource:
Journal of Baltic Science Education, 2017, 16, 1, 123-139Publisher:
- Sci Methodical Ctr-Sci Educologica, Siauliai
Funding / projects:
- Theory and practice of science in society: multidisciplinary, educational and intergenerational perspectives (RS-MESTD-Basic Research (BR or ON)-179048)
Collections
Institution/Community
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Putica, Katarina AU - Trivić, Dragica PY - 2017 UR - https://cherry.chem.bg.ac.rs/handle/123456789/2432 AB - Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high-school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process. PB - Sci Methodical Ctr-Sci Educologica, Siauliai T2 - Journal of Baltic Science Education T1 - Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach VL - 16 IS - 1 SP - 123 EP - 139 UR - https://hdl.handle.net/21.15107/rcub_cherry_2432 ER -
@article{ author = "Putica, Katarina and Trivić, Dragica", year = "2017", abstract = "Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high-school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process.", publisher = "Sci Methodical Ctr-Sci Educologica, Siauliai", journal = "Journal of Baltic Science Education", title = "Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach", volume = "16", number = "1", pages = "123-139", url = "https://hdl.handle.net/21.15107/rcub_cherry_2432" }
Putica, K.,& Trivić, D.. (2017). Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach. in Journal of Baltic Science Education Sci Methodical Ctr-Sci Educologica, Siauliai., 16(1), 123-139. https://hdl.handle.net/21.15107/rcub_cherry_2432
Putica K, Trivić D. Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach. in Journal of Baltic Science Education. 2017;16(1):123-139. https://hdl.handle.net/21.15107/rcub_cherry_2432 .
Putica, Katarina, Trivić, Dragica, "Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach" in Journal of Baltic Science Education, 16, no. 1 (2017):123-139, https://hdl.handle.net/21.15107/rcub_cherry_2432 .