The Effect of Teaching with Anatomical Models in Science Education on Primary School Children’s Understanding of  Human Organs

Karsten Damerau; Melanie Marita Beudels; Christine  Börtitz; Nadja  El Balti; Laura Funk; Debora Westerholt; Julia Cohnen; Angelika Preisfeld

Vol. 14 No. 4 (2022) IEJEE

The Effect of Teaching with Anatomical Models in Science Education on Primary School Children’s Understanding of Human Organs

Karsten Damerau
Melanie Marita Beudels
Christine Börtitz
Nadja El Balti
Laura Funk
Debora Westerholt
Julia Cohnen
Angelika Preisfeld

Published April 28, 2022 | Pages: 539-555 | Views: 633

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Abstract

Primary school students often do not have differentiated conceptions of human organs and organ systems. As understanding the inner structure of the human body is an elementary prerequisite for the development of health awareness, appropriate forms of teaching must be developed to modify students’ fragmented preconceptions about the inside of their bodies into scientifically accurate concepts. Anatomical models are considered a medium to raise awareness of organs and their systemic integration; however, only a few studies have investigated their effectiveness in the context of primary school. This intervention study, therefore, examines the effect of anatomical models on the conceptions of inner organs in German primary school students (N = 45) in a pretest, posttest, and follow-up test design with anatomy teaching between pre- and posttests. Concepts were measured using students' drawings in two treatment groups (anatomical models versus anatomical illustrations). While in both treatment groups students' conceptions changed toward more scientific concepts, there was little difference in the changes between the two groups. There were even indications that the students of the control group showed more pronounced increases, for example, in long-term systemic integration of the organs. We discuss the reasons for this and furnish recommendations for effective teaching practices.

<p class="p1">Primary school students often do not have differentiated conceptions of human organs and organ systems. As understanding the inner structure of the human body is an elementary prerequisite for the development of health awareness, appropriate forms of teaching must be developed to modify students’ fragmented preconceptions about the inside of their bodies into scientifically accurate concepts. Anatomical models are considered a medium to raise awareness of organs and their systemic integration; however, only a few studies have investigated their effectiveness in the context of primary school. This intervention study, therefore, examines the effect of anatomical models on the conceptions of inner organs in German primary school students (N = 45) in a pretest, posttest, and follow-up test design with anatomy teaching between pre- and posttests. Concepts were measured using students' drawings in two treatment groups (anatomical models versus anatomical illustrations). While in both treatment groups students' conceptions changed toward more scientific concepts, there was little difference in the changes between the two groups. There were even indications that the students of the control group showed more pronounced increases, for example, in long-term systemic integration of the organs. We discuss the reasons for this and furnish recommendations for effective teaching practices.</p>

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Keywords

conceptual change, models, primary school, science education, students' drawings

Affiliations

Karsten Damerau

Europa University of Flensburg

Melanie Marita Beudels

University of Wuppertal

Christine Börtitz

Europa University of Flensburg

Nadja El Balti

Europa University of Flensburg

Laura Funk

University of Wuppertal

Debora Westerholt

University of Wuppertal

Julia Cohnen

University of Wuppertal

Angelika Preisfeld

University of Wuppertal

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How to Cite

Damerau, K., Beudels, M. M., Börtitz, C., El Balti, N., Funk, L., Westerholt, D., Cohnen, J., & Preisfeld, A. (2022). The Effect of Teaching with Anatomical Models in Science Education on Primary School Children’s Understanding of Human Organs. International Electronic Journal of Elementary Education, 14(4), 539–555. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1796

Author Biography

Melanie Marita Beudels

Melanie Beudels is a research associate and lecturer at the Institute of Geography and General Studies at the University of Wuppertal. She works on professionalism in pre-service primary teacher education with a focus on science and technology.

Christine Börtitz

Christine Börtitz is a postdoctoral researcher at the Department of Ecology and Environmental Education at the Europa University of Flensburg. Her research focuses on biodiversity and education.

Nadja El Balti

Nadja El Balti is a postdoctoral researcher at the Department of Ecology and Environmental Education at the Europa-University of Flensburg. Her research focuses on biodiversity, nature conservation, and education.

Laura Funk

Laura Funk worked on Dr. Karsten Damerau and Dr. Melanie Marita Beudels’s research group on models in biological teaching–learning contexts as part of her final thesis.

Debora Westerholt

Debora Westerholt is a seconded teacher and involved in teacher education at the department for Zoology and Didactics of Biology at the University of Wuppertal. Her main research area is CLIL (content and language integrated learning).

Julia Cohnen

Julia Cohnen worked on Dr. Karsten Damerau and Dr. Melanie Marita Beudels’s research group on models in biological teaching–learning contexts as part of her final thesis.

Angelika Preisfeld

Angelika Preisfeld is a professor for Zoology and Didactics of Biology at the University of Wuppertal. She works on molecular evolution of protists and symbionts and is concerned with professionalism and knowledge transfer in teacher education. Her current focus lies on imparting digital competence for teacher education students.