000126371 001__ 126371
000126371 005__ 20241220120715.0
000126371 0247_ $$2doi$$a10.1080/00219266.2023.2192732
000126371 0248_ $$2sideral$$a133756
000126371 037__ $$aART-2023-133756
000126371 041__ $$aeng
000126371 100__ $$0(orcid)0000-0001-9336-4644$$aCarrasquer-Álvarez, Beatriz$$uUniversidad de Zaragoza
000126371 245__ $$aConceptions of primary school students and trainee teachers about seed germination
000126371 260__ $$c2023
000126371 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126371 5203_ $$aResearch into seed germination classroom activities has been common in the last few decades. Didactic proposals have generally focused on the implementation of guided activities in a specific educational stage and context, and an evaluation of the results. However, it is not evident that students approach seed and germination concepts with a reasoned argument. In light of this, comparative research using an inquiry approach was undertaken with 59 primary school students and 82 trainee teachers at an education faculty in Spain, over two academic years. The results showed that it is necessary to give greater relevance to experimental activities to produce reasoned argumentation of seed and germination concepts. Activities should focus on variables that differ from those typical of common or historical agricultural knowledge. Variables derived from genetic information (size of the seed, latency period) are significant and helpful. It is also considered essential to work on the meaning and proper use of scientific terms, such as living and inert matter, sun-light-heat, or plant germination and growth processes. The search for explanations and the development of justifications, for example relating the excess of water to a lack of oxygen for the seeds, is also essential.
000126371 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-105320RB-I00$$9info:eu-repo/grantAgreement/ES/MINECO/EDU2016-76743-P$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-1-21-231$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-525
000126371 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000126371 590__ $$a1.0$$b2023
000126371 592__ $$a0.438$$b2023
000126371 591__ $$aBIOLOGY$$b76 / 109 = 0.697$$c2023$$dQ3$$eT3
000126371 593__ $$aEducation$$c2023$$dQ2
000126371 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b429 / 760 = 0.564$$c2023$$dQ3$$eT2
000126371 593__ $$aAgricultural and Biological Sciences (miscellaneous)$$c2023$$dQ2
000126371 591__ $$aEDUCATION, SCIENTIFIC DISCIPLINES$$b56 / 86 = 0.651$$c2023$$dQ3$$eT2
000126371 594__ $$a3.0$$b2023
000126371 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126371 700__ $$0(orcid)0000-0003-4147-1821$$aPonz-Miranda, Adrián$$uUniversidad de Zaragoza
000126371 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000126371 773__ $$g58, 5 (2023), 1286-1299$$pJ. Biol. Educ.$$tJOURNAL OF BIOLOGICAL EDUCATION$$x0021-9266
000126371 8564_ $$s735718$$uhttps://zaguan.unizar.es/record/126371/files/texto_completo.pdf$$yVersión publicada
000126371 8564_ $$s2109686$$uhttps://zaguan.unizar.es/record/126371/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126371 909CO $$ooai:zaguan.unizar.es:126371$$particulos$$pdriver
000126371 951__ $$a2024-12-20-12:05:30
000126371 980__ $$aARTICLE