Abstract

This thesis reports on a design-research study on the development of a teaching-and-learning strategy for the flexible use of the concept of biodiversity in new contexts in upper secondary biology education. The notions of ‘concept’, ‘context’ and ‘flexible use of a concept’ by ‘recontextualising’ the concept are rooted in cultural-historical activity theory. Recontextualising is to reconsider the meaning of a concept in a context that differs from the one in which its meaning was learned. A concept’s meaning may be revised or expanded in the new context. A cultural-historical perspective on learning underlies the concept-context approach, underpinning the new national examination program for upper secondary biology education (2013). The concept-context approach considers recontextualisation a promising solution for the problem of knowledge transfer, i.e. teaching and learning knowledge so that it results in flexible knowledge, that students can easily apply in new contexts. Biodiversity is a key concept in the recently revised Dutch biology curriculum. It also bears social relevance, because of its symbolic meaning as ‘Life on Earth’ in international nature policy.