Ideas about the Human Body among Secondary Students in South Africa

References

• Aikenhead, G. (1996). Border crossing into the subculture of science. Studies in Science Education, 27, 1–52. doi: 10.1080/03057269608560077
   Google Scholar
• Assaraf, O.B.-Z., Dodick, J., & Tripto J. (2013). High school students’ understanding of the human body systems. Research in Science Education, 43(1), 33–56. doi: 10.1007/s11165-011-9245-2
   Web of Science ®Google Scholar
• Carvalho, G.S., & Clément, P. (2007). Relationships between digestive, circulatory and urinary systems in Portuguese primary textbooks. Science Education International, 18(1), 15–24.
   Google Scholar
• Carvalho, G.S., Silva R., Lima N., Coquet E., & Clément, P. (2004). Portuguese primary school children's conceptions about digestion: Identification of learning obstacles. International Journal of Science Education, 26(9), 1111–1130. doi: 10.1080/0950069042000177235
   Web of Science ®Google Scholar
• Carvalho, G.S., Silva, R., & Clément, P. (2007). Historical analysis of Portuguese primary school textbooks (1920–2005) on the topic of digestion. International Journal of Science Education, 29(2), 173–193.
   Google Scholar
• Clément, P. (2003). Situated conceptions and obstacles: The example of digestion and excretion. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fasspooupoulos and M. Kallery (Eds), Science education research in a knowledge-based society (pp. 89–98). Dordrecht: Kluwer Academic.
   Google Scholar
• Dempster, E.R. & Reddy, V. (2007). Item readability and science achievement in the TIMSS 2003 study in South Africa. Science Education, 91, 906–925. doi: 10.1002/sce.20225
   Web of Science ®Google Scholar
• Dempster, E.R. & Stears, M. (2013). Accessing students’ knowledge in a context of linguistic and socioeconomic diversity: The case of internal human anatomy. African Journal of Research in Mathematics, Science and Technology Education, 17(3), 185–195.
   Google Scholar
• Department of Education (2002). Revised National Curriculum Statement for grades R–9 (schools) natural sciences. Department of Education, Pretoria.
   Google Scholar
• Duit, R. (1999). Towards inclusive views of conceptual change. In Proceedings of ESERA-Kiel, 64–66.
   Google Scholar
• Garcia-Barrosa, S., Martínez-Losadaa, C., & Garridoa, M. (2011). What do children aged four to seven know about the digestive system and the respiratory system of the human being and of other animals? International Journal of Science Education, 33(15), 2095–2122. doi: 10.1080/09500693.2010.541528
   Web of Science ®Google Scholar
• Granklint Enochson, P. (2008) Elevers föreställningar om kroppens organ och kroppens hälsa utifrån ett skolsammanhang. [Students’ conceptions of the functioning of organs in the human body in relation to their own health, in a school context.] Licentiate thesis, Linköping University, Sweden.
   Google Scholar
• Granklint Enochson, P. (2012). Om organsystemens organisation och funktion—analys av elevsvar från Sverige och Sydafrika: Analys av elevsvar från Sverige och Sydafrika. [About the organ systems and their function—analyse of students answers in Sweden and South Africa.] Doctoral thesis, Linköping University, Sweden.
   Google Scholar
• Granklint Enochson, P., & Redfors, A. (2011). Five students’ ideas about organ systems – what happens in the body when we drink water? NorDiNa, 7(2), 160–178.
   Google Scholar
• Granklint Enochson, P., & Redfors, A. (2012). Students’ ideas about the human body and their ability to transfer knowledge between related scenarios. European Journal of Health and Biology Education, 1(1–2), 3–29.
   Google Scholar
• Hmelo-Silver, C.E., Jordan, R., Liu, L., Gray, S., Demeter, M., Rugaber, S., Vattam, S., & Goel, A. (2008). Focusing on function: Thinking below the surface of complex natural systems. Science Scope, Summer, 27–35.
   Google Scholar
• Khawaja, C.C., & Saxton, J. (2001). It all depends on the question you ask. Primary Science Review, 60, 7–11.
   Google Scholar
• Lemke, J.L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. doi: 10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
   Web of Science ®Google Scholar
• Manokore, V., & Reiss, M. (2003). Pupils’ drawings of what is inside themselves: A case study in Zimbabwe. Zimbabwe Journal of Educational Research, 15, 28–43.
   Google Scholar
• Mayr, E. (2004). What makes biology unique? Considerations on the autonomy of a scientific discipline. Cambridge: Cambridge University Press.
   Google Scholar
• Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. doi: 10.1207/s15430421tip4104_4
   Web of Science ®Google Scholar
• Nelson, J. (2006). How do the teachers and students use the textbook? NorDiNa, 2(4), 16–27.
   Google Scholar
• Óskarsdóttir, G., Stougaard B., Fleischer A., Lützen F., & Kråkenes R. (2011). Children's ideas about the human body—A Nordic case study. NorDiNa, 7(2), 179–189.
   Google Scholar
• Phelan, P., Davidson, A.L., & Cao, H.T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology and Education Quarterly, 22, 224–250. doi: 10.1525/aeq.1991.22.3.05x1051k
   Web of Science ®Google Scholar
• Phoenix, A. (2009). De-colonising practices: Negotiating narratives from racialised and gendered experiences of education. Race, Ethnicity and Education, 12(1), 101–114. doi: 10.1080/13613320802651053
   Web of Science ®Google Scholar
• Prokop, P., & Fancovicová, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86–95.
   Google Scholar
• Prokop, P., Fancovicová, J., & Tunnicliffe, D. (2009). The effect of type instruction on expression of children's knowledge: How do children see the endocrine and urinary systems? International Journal of Environmental and Science Education, 4(1), 75–93.
   Google Scholar
• Reiss, M.J., Tunnicliffe, S.D., Möller Andersen, A.M., Bartoszeck, A., Carvalho, G.S., Chen, S.-Y., Jarman, R., Jonsson, S., Manokore, V., Marchenko, N., Mulemwa, J., Novikova, T., Otuka, J., Teppa, S., & Van Rooy, W. (2002). An international study of young people's drawings of what is inside themselves. Journal of Biological Education, 36(2), 58–64. doi: 10.1080/00219266.2002.9655802
   Web of Science ®Google Scholar
• Salomon, G., & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113–142. doi: 10.1207/s15326985ep2402_1
   Web of Science ®Google Scholar
• Schönborn, K.J., & Bögeholtz, S. (2009). Knowledge transfer in biology and translation across external representations: Experts’ views and challenges for learning. International Journal of Science and Mathematics Education, 7, 931–955. doi: 10.1007/s10763-009-9153-3
   Web of Science ®Google Scholar
• Spiro, R.J., Collins, B.P., Thota, J.J., & Feltovich, P.J. (2003). Cognitive flexibility theory: Hypermedia for complex learning, adaptive knowledge, application, and experience acceleration. Educational Technology, 43(5), 5–10.
   Google Scholar
• Teixeira, F.M. (2000). What happens to the food we eat? Children's conceptions of the structure and function of the digestive system. International Journal of Science Education, 22(5), 507–520. doi: 10.1080/095006900289750
   Web of Science ®Google Scholar
• Tunnicliffe, S.D. (2004). Where does the drink go? Primary Science Review 85, November/December 8–10.
   Google Scholar
• Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Yip, Y.D. (1998). Teachers’ misconceptions of circulatory system. Journal of Biological Education, 32, 207–216. doi: 10.1080/00219266.1998.9655622
   Web of Science ®Google Scholar