Phases of Progression: Students’ meaning-making of Epigenetic Visual Representations within and between Levels of Organization

• Published in: Research in science education (Australasian Science Education Research Association) Vol. 55; no. 2; pp. 399 - 423
• Main Authors: Thyberg, Annika, Schönborn, Konrad, Gericke, Niklas
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2025; Springer Nature B.V
• Subjects: Biologi; Biology; Descriptions; Education; Educational Work; Epigenetics; Focus Groups; Pedagogiskt arbete; Phases; Representations; Science Education; Science Instruction; Students; Subject-specific education; Ämnesdidaktik
• ISSN: 0157-244X; 1573-1898; 1573-1898
• DOI: 10.1007/s11165-024-10196-z

This study investigates the progression of students’ meaning-making of epigenetic phenomena while discussing multiple visual representations depicted at different levels of biological organization. Semi-structured focus group sessions involving ninth-grade students (aged 15-16) from a Swedish lower secondary school were video recorded. Students’ meaning-making with regard to form, function and transfer of scientific ideas was explored by analyzing students’ physical pointing and verbal utterances while interacting with and discussing the epigenetic visual representations. The study uncovered four phases of progression in students’ meaning-making. In phase 1, students’ focus is on unpacking scientific ideas within a single representation. In phase 2, students apply and transfer scientific ideas between different visual representations at the same organizational level. In phase 3, their meaning-making develops into linking between various levels of organization. Here, downward linking, from higher to lower levels, relies on form descriptions that limit the transfer of scientific ideas. In contrast, upward linking, from lower to higher organizational levels, relies on both descriptions of form and functional explanations, which facilitates the transfer of scientific ideas. Finally, in Phase 4, and manifested as “yo-yo reasoning”, students engage in a dynamic and repeated process of downward and upward linking that expresses a coherent understanding of epigenetics. The study findings underscore the significance of recognizing progression phases in facilitating students’ meaning-making of multiple representations of epigenetic phenomena. Future research could expand on these insights by investigating students’ meaning-making across other science education domains.