WSEAS Transactions on Biology and Biomedicine
Print ISSN: 1109-9518, E-ISSN: 2224-2902
Volume 22, 2025
Study and Analysis of Students' Representations Regarding the Concept of Cellular Respiration
Authors: , ,
Abstract: In the discipline of life and earth sciences, so many concepts such as the case of photosynthesis, digestion, blood circulation, and respiration have seen their multidisciplinarity and complexity, which makes it difficult for students to learn them. This problem is aggravated when the initial conceptions of learners are neglected by teachers in their classes. This study aims to study the concept of learning of cellular respiration. To do this, we conducted an epistemological analysis using a written questionnaire highlighting the difficulties encountered by second-year bachelor's students from two fields (life sciences and earth and physical sciences) in mastering this concept. These analyses also allow us to obtain descriptions of the effectiveness of the didactic transposition processes (external and internal) as well as the constraints that create in the construction of scientific knowledge among learners and classify them according to different levels of the didactic codetermination scale. Based on the results, there is no doubt that the teacher has heavy responsibilities both in and outside the classroom. In this work, we emphasize the need to assess the tenacity of the most frequent misconceptions among learners. The use of design inventories seems to be effective for this evaluation to draw up an assessment of the need for training.
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Keywords: Science Teaching, life sciences Learning and Teching, Cellular Respiration, didactic transposition, Didactic Transposition in Biology, depersonalization of knowledge, programmability of knowledge
Pages: 169-180
DOI: 10.37394/23208.2025.22.18