Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model

Frances Quinn

Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model

Frances Quinn

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper reviews recent developments in the SOLO model, its apparent parallels with phenomenography, and the relationship between response structure and meaning. An application of a recent version of the SOLO model is discussed, in the context of a study of students' understandings of the biological process of meiosis. Students' understandings were explored by categorising 575 written responses to target meiosis questions in unit assessment tasks. Results were consistent with the recent two-cycle per mode version of the SOLO model. They also showed a relationship between meaning and structure of SOLO levels, which may relate both to the nature of the concept under investigation and to the finer-grained model of SOLO being used. The fine-grained use of SOLO, though time-consuming, may have advantages where structure reflects meaning, particularly in facilitating organisation of elements within student descriptions of complex scientific phenomena.

Original language	English
Title of host publication	Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium
Editors	Chris Rust
Place of Publication	Oxford, United Kingdom
Publisher	Oxford Centre for Staff and Learning Development
Pages	102-114
ISBN (Print)	9781873576762
Publication status	Published - 2008
Event	ISL 2007: 15th Improving Student Learning Symposium - Dublin, Ireland Duration: 3 Sept 2007 → 5 Sept 2007

Conference

Conference	ISL 2007: 15th Improving Student Learning Symposium
City	Dublin, Ireland
Period	3/09/07 → 5/09/07

Keywords

Specialist Studies in Education not elsewhere classified
Science, Technology and Engineering Curriculum and Pedagogy

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Quinn, F. (2008). Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. In C. Rust (Ed.), Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium (pp. 102-114). Oxford Centre for Staff and Learning Development. https://hdl.handle.net/1959.11/16715

Quinn, Frances. / Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium. editor / Chris Rust. Oxford, United Kingdom : Oxford Centre for Staff and Learning Development, 2008. pp. 102-114

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title = "Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model",

abstract = "This paper reviews recent developments in the SOLO model, its apparent parallels with phenomenography, and the relationship between response structure and meaning. An application of a recent version of the SOLO model is discussed, in the context of a study of students' understandings of the biological process of meiosis. Students' understandings were explored by categorising 575 written responses to target meiosis questions in unit assessment tasks. Results were consistent with the recent two-cycle per mode version of the SOLO model. They also showed a relationship between meaning and structure of SOLO levels, which may relate both to the nature of the concept under investigation and to the finer-grained model of SOLO being used. The fine-grained use of SOLO, though time-consuming, may have advantages where structure reflects meaning, particularly in facilitating organisation of elements within student descriptions of complex scientific phenomena.",

keywords = "Specialist Studies in Education not elsewhere classified, Science, Technology and Engineering Curriculum and Pedagogy",

author = "Frances Quinn",

year = "2008",

language = "English",

isbn = "9781873576762",

pages = "102--114",

editor = "Chris Rust",

booktitle = "Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium",

publisher = "Oxford Centre for Staff and Learning Development",

note = "ISL 2007: 15th Improving Student Learning Symposium ; Conference date: 03-09-2007 Through 05-09-2007",

}

Quinn, F 2008, Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. in C Rust (ed.), Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium. Oxford Centre for Staff and Learning Development, Oxford, United Kingdom, pp. 102-114, ISL 2007: 15th Improving Student Learning Symposium, Dublin, Ireland, 3/09/07. <https://hdl.handle.net/1959.11/16715>

Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. / Quinn, Frances.
Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium. ed. / Chris Rust. Oxford, United Kingdom: Oxford Centre for Staff and Learning Development, 2008. p. 102-114.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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KW - Science, Technology and Engineering Curriculum and Pedagogy

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BT - Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium

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Quinn F. Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. In Rust C, editor, Improving Student Learning: Improving Student Learning - For What? Proceedings of the 2007 15th International Symposium. Oxford, United Kingdom: Oxford Centre for Staff and Learning Development. 2008. p. 102-114

Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model

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