000			nab a22 7a 4500
999			_c86749 _d86749
008			190513b xxu||||| |||| 00| 0 eng d
082			_a574.07 / Dus
100			_aDusing, Katharina
245			_a Students’ conceptions of the carbon cycle: _bidentifying and interrelating components of the carbon cycle and tracing carbon atoms across the levels of biological organisation
300			_a110-125 p.
520			_aThis study investigates students’ conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13–16 years (grades 8–10) participated in the study. A total of 130 students completed the diagnostic task, and an additional 12 students completed both the diagnostic task and were interviewed. The primary results show that the students identified few components of the carbon cycle, tended to trace carbon atoms exclusively at the level of the organism, and had difficulties identifying organic carbon compounds, especially during processes in which carbon compounds are transformed. Considering the main educational implications, we recommend using an instructional strategy that traces carbon atoms across the different levels of biological organisation whilst connecting fragmented knowledge by integrating knowledge from physiology, biochemistry and ecology when teaching the carbon cycle.
650			_aStudent Conceptions
650			_aLevels of biological organisation
650			_aCarbon Cycle
650			_aTracing carbon atoms
773	0		_080467 _dInstitute Of Biology _oS629 _tJournal of Biological Education, 53(1) Feb 2019 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2018.1447002
942			_2ddc _cAR