Tematický celek “Tkáně” v gymnaziální biologii

Veronika Bystrá; Adéla Čečmanová; Radka Marta Dvořáková; Barbora Váňová; Petr Novotný

doi:10.14712/18047106.2230

Vol. 13 No. 2 (2022): Scientia in educatione Research Reports

Thematic unit "Tissues" in grammar school biology

Veronika Bystrá, ¹ Adéla Čečmanová, ¹ Radka Marta Dvořáková, ¹ Barbora Váňová, ¹ Petr Novotný, ²

Univerzita Karlova, Přírodovědecká fakulta, Katedra učitelství a didaktiky biologie
PřF UK, Katedra učitelství a didaktiky biologie

DOI: https://doi.org/10.14712/18047106.2230

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Bystrá, V., Čečmanová, A., Dvořáková, R. M., Váňová, B., & Novotný, P. (2023). Thematic unit "Tissues" in grammar school biology. Scientia in Educatione, 13(2), 2-12. https://doi.org/10.14712/18047106.2230

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Abstract

For the chosen thematic unit of grammar school biology “Tissues” we designed a conceptual framework, identified the core curriculum used in textbooks, and designed test items to verify the understanding of the defined concepts.
The conceptual framework was designed based on the of Czech grammar school biology textbooks and supplementary materials. It contains ten core concepts, the understanding of which is considered to be the aim and reason for teaching a given thematic unit. From the textbooks, we have excerpted the content used to build an understanding of these concepts. Thanks to the insight gained, we were able to describe didactically interesting aspects of this topic in Czech textbooks. In most of them, the unit “Tissues” form the gateway to the organology of the human body. Based on the conceptual framework and the intended curriculum, we designed test items. The items were validated in three grammar schools, and their analysis was based on Classical Test Theory and Item Response Theory. The resulting set contains 33 psychometrically validated test items published under a CC BY-SA 3.0 license, which are included as an appendix to this article.

Keywords tissues test conceptual framework curriculum grammar school

References

Beniermann, A., Kuschmierz, P., Pinxten, R., Aivelo, T., Bohlin, G., Brennecke, J. S., Cebesoy, U.B., Cvetkovi´c, D., Dordevi´c, M., Dvořáková, R.M., Futo, M., Geamana Nicoleta, Korfiatis, K., Lendvai, A., Search in Google Scholar
Mogias, A., Paolucci, S., Petersson, M., Pietrzak, B., Porozovs, J., . . . & Graf, D. (2021). Evolution education questionnaire on acceptance and knowledge (EEQ) – Standardised and ready-to-use protocols to measure acceptance of evolution and knowledge about evolution in an international context. Zenodo. https://doi.org/10.5281/zenodo.4554742 Open DOI Search in Google Scholar
Bock, D. (1972). Estimating item parameters and latent ability when responses are scored in two or more nominal categories. Psychometrika, 37(1), 29–51. https://doi.org/10.1007/BF02291411 Open DOI Search in Google Scholar
Campbell, N.A., & Reece, J. B. (2006). Biologie. 1. vyd. Computer Press. Search in Google Scholar
Čihák, R. (2001). Anatomie 1. Grada. Search in Google Scholar
D’Avanzo, C. (2008). Biology concept inventories: Overview, status, and next steps. BioScience, 58(11), 1079–1085. https://doi.org/10.1641/B581111 Open DOI Search in Google Scholar
Dylevský, I., Druga, R., & Mrázková, O. (2000). Funkční anatomie člověka. 1. vyd. Grada. Search in Google Scholar
Elišková, M., & Naňka, O. (2006). Přehled anatomie. 1. vyd. Karolinum. Search in Google Scholar
Flynn, K. C. (2013). The cytoskeleton and neurite initiation. BioArchitecture, 3(4), 86–109. https://doi.org/10.4161/bioa.26259 Open DOI Search in Google Scholar
Harlen, W. (Ed.) (2015). Working with big ideas of science education. The Science Education Programme (SEP) of IAP. Search in Google Scholar
Hills, J., & Gibson, C. (1992). A conceptual framework for thinking about conceptual frameworks: Bridging the theory – practice gap. Journal of Educational Administration, 30(4). https://doi.org/10.1108/09578239210020453 Open DOI Search in Google Scholar
Chapman, J.A., Lee, L. M. J., & Swailes, N.T. (2020). From scope to screen: The evolution of histology education. In P.M. Rea (Ed.), Biomedical visualisation: Volume 8 (pp. 75–107). Springer International Publishing. https://doi.org/10.1007/978-3-030-47483-6 5 Open DOI Search in Google Scholar
Charvát, M., Viktorová, L., Vobořil, L., Tošenovská, M., & Opletalová, V. (2014). Tvorba, administrace a analýza testů studijních předpokladů. 1. vyd. Univerzita Palackého v Olomouci. Search in Google Scholar
Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Česká školní inspekce. Search in Google Scholar
Janoušková, S., Žák, V., & Rusek, M. (2019). Koncept přírodovědné gramotnosti v České republice: Analýza a porovnání. Studia paedagogica, 24(3), Art. 3. https://doi.org/10.5817/SP2019-3-4 Open DOI Search in Google Scholar
Janštová, V., Tichá, N., & Novotný, P. (2022). Perception of biological disciplines by upper secondary school students. In K. Korfiatis, & M. Grace (Ed.), Current research in biology education: Selected papers from the ERIDOB community (s. 219–230). Springer International Publishing. https://doi.org/10.1007/978-3-030-89480-1 17 Open DOI Search in Google Scholar
Jelínek, J., & Zicháček, V. (2014). Biologie pro gymnázia: Teoretická a praktická část. 11. vyd. Nakladatelství Olomouc. Search in Google Scholar
Kočárek, E. (2010). Biologie člověka 1. 1. vyd. Scientia. Search in Google Scholar
Kočárek, E., & Kočárek, E. (2000). Přírodopis pro 8. ročník základní školy. Jinan. Search in Google Scholar
Kvello, P., & Gericke, N. (2021). Identifying knowledge important to teach about the nervous system in the context of secondary biology and science education – A Delphi study. PloS one, 16(12), e0260752. https://doi.org/10.1371/journal.pone.0260752 Open DOI Search in Google Scholar
Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International, 44(1), 93–105. https://doi.org/10.1080/14703290601081407 Open DOI Search in Google Scholar
Lord, F.M., & Novick, M.R. (2008). Statistical theories of mental test scores. IAP. Search in Google Scholar
Luft, J.A., Jeong, S., Idsardi, R., & Gardner, G. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for bew Biology education researchers. CBE – Life Sciences Education, 21(3), rm33. https://doi.org/10.1187/cbe.21-05-0134 Open DOI Search in Google Scholar
Martinková, P., & Drabinová, A. (2018). ShinyItemAnalysis for teaching psychometrics and to enforce routine analysis of educational tests. The R Journal, 10(2), 503–515. https://doi.org/10.32614/RJ-2018-074 Open DOI Search in Google Scholar
Martinková, P., Drabinová, A., & Houdek, J. (2017). ShinyItemAnalysis: Analýza přijímacích a jiných znalostních či psychologických testů. TESTFÓRUM, 9, Art. 9. https://doi.org/10.5817/TF2017-9-129 Open DOI Search in Google Scholar
Martin-Piedra, M.A., Saavedra-Casado, S., Santisteban-Espejo, A., Campos, F., Chato-Astrain, J., Garcia-Garcia, O.D., Sanchez-Porras, D., Luna del Castillo, J. de D., Rodriguez, I.A., & Campos, A. (2022). Identification of histological threshold concepts in health sciences curricula: Students’ perception. Anatomical Sciences Education. https://doi.org/10.1002/ase.2171 Open DOI Search in Google Scholar
Mazur, E. (1992). Qualitative vs. quantitative thinking: Are we teaching the right thing? Optics & Photonics News, 3, 38. Search in Google Scholar
Metsämuuronen, J. (2022). Essentials of visual diagnosis of test items. Logical, illogical, and anomalous patterns in tests items to be detected. Practical Assessment, Research, and Evaluation, 27(1). https://doi.org/10.7275/n0kf-ah40 Open DOI Search in Google Scholar
Michael, J., Martinkova, P., McFarland, J., Wright, A., Cliff, W., Modell, H., & Wenderoth, M. P. (2017). Validating a conceptual framework for the core concept of “cell-cell communication”. Advances in Physiology Education, 41(2), 260–265. https://doi.org/10.1152/advan.00100.2016 Open DOI Search in Google Scholar
Michael, J., Modell, H., McFarland, J., & Cliff, W. (2009). The “core principles” of physiology: What should students understand? Advances in Physiology Education, 33(1), 10–16. Search in Google Scholar
Modell, H., Cliff, W., Michael, J., McFarland, J., Wenderoth, M. P., & Wright, A. (2015). A physiologist’s view of homeostasis. Advances in physiology education, 39(4), 259–266. https://doi.org/10.1152/advan.00107.2015 Open DOI Search in Google Scholar
Novotný, I., & Hruška, M. (2007). Biologie člověka: Pro gymnázia. 4., rozš. a upr. vyd. Fortuna. Search in Google Scholar
Ostrom, E. (2005). Understanding the diversity of structured human interactions. In Understanding institutional diversity (pp. 3–31). Princeton University Press. https://doi.org/10.2307/j.ctt7s7wm.5 Open DOI Search in Google Scholar
R Core Team. (2021). R: A language and environment for statistical computing. R foundation for statistical computing. https://www.R-project.org/ Search in Google Scholar
Rámcový vzdělávací program pro gymnázia—RVP G. (2007). MŠMT. Search in Google Scholar
Schramm, T., Jose, A., & Schmiemann, P. (2021). Modeling and measuring tree-reading skills in undergraduate and graduate students. CBE – Life Sciences Education, 20(3), ar32. https://doi.org/10.1187/cbe.20-06-0131 Open DOI Search in Google Scholar
Schwarz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6(2), 461–464. https://doi.org/10.1214/aos/1176344136 Open DOI Search in Google Scholar
Tissues, organs, & organ systems (article) | Khan Academy. (b.r.). [cit. 23. února 2022] https://www.khanacademy.org/science/biology/principles-of-physiology/body-structure-and-homeostasis/a/tissues-organs-organ-systems Search in Google Scholar
Tondl, L. (2005). Sémiotické funkce konceptuálního rámce. Organon F: Medzinárodný časopis pre analytickú filozofiu, 12(3), 278–293. Search in Google Scholar
Veselý, A. (2011). Konceptuální rámec pro analýzu vztahu vzdělávací politiky a vzdělávacích výsledků. Orbis scholae, 5(1), 23–52. https://doi.org/10.14712/23363177.2018.73 Open DOI Search in Google Scholar
Žídková, H., & Knůrová, K. (2018). Hravý přírodopis 8. 1. vyd. Taktik International. Search in Google Scholar

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[1] Beniermann, A., Kuschmierz, P., Pinxten, R., Aivelo, T., Bohlin, G., Brennecke, J. S., Cebesoy, U.B., Cvetkovi´c, D., Dordevi´c, M., Dvořáková, R.M., Futo, M., Geamana Nicoleta, Korfiatis, K., Lendvai, A., Search in Google Scholar

[2] Mogias, A., Paolucci, S., Petersson, M., Pietrzak, B., Porozovs, J., . . . & Graf, D. (2021). Evolution education questionnaire on acceptance and knowledge (EEQ) – Standardised and ready-to-use protocols to measure acceptance of evolution and knowledge about evolution in an international context. Zenodo. https://doi.org/10.5281/zenodo.4554742 Open DOI Search in Google Scholar

[3] Bock, D. (1972). Estimating item parameters and latent ability when responses are scored in two or more nominal categories. Psychometrika, 37(1), 29–51. https://doi.org/10.1007/BF02291411 Open DOI Search in Google Scholar

[4] Campbell, N.A., & Reece, J. B. (2006). Biologie. 1. vyd. Computer Press. Search in Google Scholar

[5] Čihák, R. (2001). Anatomie 1. Grada. Search in Google Scholar

[6] D’Avanzo, C. (2008). Biology concept inventories: Overview, status, and next steps. BioScience, 58(11), 1079–1085. https://doi.org/10.1641/B581111 Open DOI Search in Google Scholar

[7] Dylevský, I., Druga, R., & Mrázková, O. (2000). Funkční anatomie člověka. 1. vyd. Grada. Search in Google Scholar

[8] Elišková, M., & Naňka, O. (2006). Přehled anatomie. 1. vyd. Karolinum. Search in Google Scholar

[9] Flynn, K. C. (2013). The cytoskeleton and neurite initiation. BioArchitecture, 3(4), 86–109. https://doi.org/10.4161/bioa.26259 Open DOI Search in Google Scholar

[10] Harlen, W. (Ed.) (2015). Working with big ideas of science education. The Science Education Programme (SEP) of IAP. Search in Google Scholar

[11] Hills, J., & Gibson, C. (1992). A conceptual framework for thinking about conceptual frameworks: Bridging the theory – practice gap. Journal of Educational Administration, 30(4). https://doi.org/10.1108/09578239210020453 Open DOI Search in Google Scholar

[12] Chapman, J.A., Lee, L. M. J., & Swailes, N.T. (2020). From scope to screen: The evolution of histology education. In P.M. Rea (Ed.), Biomedical visualisation: Volume 8 (pp. 75–107). Springer International Publishing. https://doi.org/10.1007/978-3-030-47483-6 5 Open DOI Search in Google Scholar

[13] Charvát, M., Viktorová, L., Vobořil, L., Tošenovská, M., & Opletalová, V. (2014). Tvorba, administrace a analýza testů studijních předpokladů. 1. vyd. Univerzita Palackého v Olomouci. Search in Google Scholar

[14] Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Česká školní inspekce. Search in Google Scholar

[15] Janoušková, S., Žák, V., & Rusek, M. (2019). Koncept přírodovědné gramotnosti v České republice: Analýza a porovnání. Studia paedagogica, 24(3), Art. 3. https://doi.org/10.5817/SP2019-3-4 Open DOI Search in Google Scholar

[16] Janštová, V., Tichá, N., & Novotný, P. (2022). Perception of biological disciplines by upper secondary school students. In K. Korfiatis, & M. Grace (Ed.), Current research in biology education: Selected papers from the ERIDOB community (s. 219–230). Springer International Publishing. https://doi.org/10.1007/978-3-030-89480-1 17 Open DOI Search in Google Scholar

[17] Jelínek, J., & Zicháček, V. (2014). Biologie pro gymnázia: Teoretická a praktická část. 11. vyd. Nakladatelství Olomouc. Search in Google Scholar

[18] Kočárek, E. (2010). Biologie člověka 1. 1. vyd. Scientia. Search in Google Scholar

[19] Kočárek, E., & Kočárek, E. (2000). Přírodopis pro 8. ročník základní školy. Jinan. Search in Google Scholar

[20] Kvello, P., & Gericke, N. (2021). Identifying knowledge important to teach about the nervous system in the context of secondary biology and science education – A Delphi study. PloS one, 16(12), e0260752. https://doi.org/10.1371/journal.pone.0260752 Open DOI Search in Google Scholar

[21] Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International, 44(1), 93–105. https://doi.org/10.1080/14703290601081407 Open DOI Search in Google Scholar

[22] Lord, F.M., & Novick, M.R. (2008). Statistical theories of mental test scores. IAP. Search in Google Scholar

[23] Luft, J.A., Jeong, S., Idsardi, R., & Gardner, G. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for bew Biology education researchers. CBE – Life Sciences Education, 21(3), rm33. https://doi.org/10.1187/cbe.21-05-0134 Open DOI Search in Google Scholar

[24] Martinková, P., & Drabinová, A. (2018). ShinyItemAnalysis for teaching psychometrics and to enforce routine analysis of educational tests. The R Journal, 10(2), 503–515. https://doi.org/10.32614/RJ-2018-074 Open DOI Search in Google Scholar

[25] Martinková, P., Drabinová, A., & Houdek, J. (2017). ShinyItemAnalysis: Analýza přijímacích a jiných znalostních či psychologických testů. TESTFÓRUM, 9, Art. 9. https://doi.org/10.5817/TF2017-9-129 Open DOI Search in Google Scholar

[26] Martin-Piedra, M.A., Saavedra-Casado, S., Santisteban-Espejo, A., Campos, F., Chato-Astrain, J., Garcia-Garcia, O.D., Sanchez-Porras, D., Luna del Castillo, J. de D., Rodriguez, I.A., & Campos, A. (2022). Identification of histological threshold concepts in health sciences curricula: Students’ perception. Anatomical Sciences Education. https://doi.org/10.1002/ase.2171 Open DOI Search in Google Scholar

[27] Mazur, E. (1992). Qualitative vs. quantitative thinking: Are we teaching the right thing? Optics & Photonics News, 3, 38. Search in Google Scholar

[28] Metsämuuronen, J. (2022). Essentials of visual diagnosis of test items. Logical, illogical, and anomalous patterns in tests items to be detected. Practical Assessment, Research, and Evaluation, 27(1). https://doi.org/10.7275/n0kf-ah40 Open DOI Search in Google Scholar

[29] Michael, J., Martinkova, P., McFarland, J., Wright, A., Cliff, W., Modell, H., & Wenderoth, M. P. (2017). Validating a conceptual framework for the core concept of “cell-cell communication”. Advances in Physiology Education, 41(2), 260–265. https://doi.org/10.1152/advan.00100.2016 Open DOI Search in Google Scholar

[30] Michael, J., Modell, H., McFarland, J., & Cliff, W. (2009). The “core principles” of physiology: What should students understand? Advances in Physiology Education, 33(1), 10–16. Search in Google Scholar

[31] Modell, H., Cliff, W., Michael, J., McFarland, J., Wenderoth, M. P., & Wright, A. (2015). A physiologist’s view of homeostasis. Advances in physiology education, 39(4), 259–266. https://doi.org/10.1152/advan.00107.2015 Open DOI Search in Google Scholar

[32] Novotný, I., & Hruška, M. (2007). Biologie člověka: Pro gymnázia. 4., rozš. a upr. vyd. Fortuna. Search in Google Scholar

[33] Ostrom, E. (2005). Understanding the diversity of structured human interactions. In Understanding institutional diversity (pp. 3–31). Princeton University Press. https://doi.org/10.2307/j.ctt7s7wm.5 Open DOI Search in Google Scholar

[34] R Core Team. (2021). R: A language and environment for statistical computing. R foundation for statistical computing. https://www.R-project.org/ Search in Google Scholar

[35] Rámcový vzdělávací program pro gymnázia—RVP G. (2007). MŠMT. Search in Google Scholar

[36] Schramm, T., Jose, A., & Schmiemann, P. (2021). Modeling and measuring tree-reading skills in undergraduate and graduate students. CBE – Life Sciences Education, 20(3), ar32. https://doi.org/10.1187/cbe.20-06-0131 Open DOI Search in Google Scholar

[37] Schwarz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6(2), 461–464. https://doi.org/10.1214/aos/1176344136 Open DOI Search in Google Scholar

[38] Tissues, organs, & organ systems (article) | Khan Academy. (b.r.). [cit. 23. února 2022] https://www.khanacademy.org/science/biology/principles-of-physiology/body-structure-and-homeostasis/a/tissues-organs-organ-systems Search in Google Scholar

[39] Tondl, L. (2005). Sémiotické funkce konceptuálního rámce. Organon F: Medzinárodný časopis pre analytickú filozofiu, 12(3), 278–293. Search in Google Scholar

[40] Veselý, A. (2011). Konceptuální rámec pro analýzu vztahu vzdělávací politiky a vzdělávacích výsledků. Orbis scholae, 5(1), 23–52. https://doi.org/10.14712/23363177.2018.73 Open DOI Search in Google Scholar

[41] Žídková, H., & Knůrová, K. (2018). Hravý přírodopis 8. 1. vyd. Taktik International. Search in Google Scholar

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