Abstract
This study investigated grade seven students’ preconceptions about homeostasis of blood glucose. All students were from the Taipei area. The instrument used in the study contains two major parts. Part one focused on six related terms, namely, Homeostasis, Blood Glucose, Endocrine Glands, Hormone (transliteration), Hormone (liberal translation), and Diabetes, in which students were asked to freely do word association and to give their own definition for each term. Part two used a series of four cartoon pictures to probe the students’ holistic conceptions about homeostasis of blood glucose, in which students were asked to draw the concentration level of blood glucose for the cartoon figure when he appears in four different situations. The data derived from part one revealed the lack of concept of dynamic balance in homeostasis of blood glucose. In addition, students held more association and perception on experiential concepts, while less on the relationship or function of concepts. The students’ answers to part one showed that they understood experiential concepts better than relationships or functions. The data also showed that the students did not understand the concept of dynamic equilibrium. The analysis of the data from part two showed four patterns of students’ preconceptions. Suggestions on how to teach homeostasis of blood glucose are provided.
| Keywords: | preconceptions; concept analysis; homeostasis of blood glucose |
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