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The phosphorus cycle is still unfamiliar for students in the biogeochemical cycle. When worked example provides an opportunity for students to be able to learn from existing examples, this study seek to uncover the conceptions and misconceptions about the phosphorus cycle that carried out in the implementation of worked example learning. This resea...
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Context 1
... it is undeniable that most students (65.88%) still have difficulty tracing the presence of organic P atoms as well as the results of research [4] that show that they also have difficulty in identifying the transformation of organic carbon compounds that have to do with physiological knowledge, biochemistry, and ecology. As a sample, a diagram of the P cycle made by students presented in Figure 1. Figure 1 shows that students have been able to identify the results of rocks that have been weathered, exposed to the flow of rainwater to form PO4 3-which dissolves into the soil so that it can be absorbed by producers, follow the path of the food chain until finally returning to the environment through decomposition after organism death. ...
Context 2
... a sample, a diagram of the P cycle made by students presented in Figure 1. Figure 1 shows that students have been able to identify the results of rocks that have been weathered, exposed to the flow of rainwater to form PO4 3-which dissolves into the soil so that it can be absorbed by producers, follow the path of the food chain until finally returning to the environment through decomposition after organism death. Analysis of the results of the identification showed that students have found an interrelation between living things with inanimate objects. ...
Citations
... Advanced placement (AP) biology and environmental science courses also include science practices similar to those found in the NGSS standards, and these courses also teach nitrogen and phosphorus cycling (College Board, 2020aBoard, , 2020b. Despite being part of the expected curriculum, research shows that there' s still a lack of understanding in high school classrooms about nutrient cycles (Faujiyati et al., 2021;O'Connell, 2010). In particular, studies have found that high school textbooks emphasize the role of soil in nutrient cycling, leading to student misconceptions about the role of the atmosphere and living organisms (O'Connell, 2010). ...
Many high school students learn about nutrient cycling during biology, environmental science, and agriculture classes. These lessons often focus on soil and plants, and nutrient cycling is usually taught independently from climate change. Scientists know that animals, including fish, can have strong effects on nutrient cycling (i.e., nitrogen and phosphorus) in ecosystems. Additionally, research has shown that nitrogen and phosphorus excretion rates of animals increase with water temperatures. We worked with high school students to design and conduct nutrient excretion experiments using common fish (zebrafish) to explore the impact of climate change on nutrient cycling. This allowed students to have hands-on laboratory experience. In 2021, we worked with students participating in a residential summer program in Georgia. Meanwhile, in 2022, students enrolled in the local high school visited the university campus on two occasions to participate in the experiments, and we once again worked with students in Georgia. Students from all three groups showed an increased understanding of the role of animals in nutrient cycling and ways climate change may impact these processes, despite variable results from the excretion experiments. Students also showed increased understanding of science processes and were more likely to feel like part of the science community. We believe that these experiments can be done in high school classrooms to expand students’ understanding of the scientific process, nutrient cycling, and climate change.
