Abstract
Based on variation theory, we analyze how a teacher educator in biology enacts the objects of learning (a) how the need for energy and matter is met in different organisms and (b) flows of energy and cycles of matter in ecosystems. The teacher's enactment is then compared with the students' lived objects of learning, as expressed in their written interactions in relation to the teacher's reflection questions. The study concludes that the enacted and lived objects of learning do not always correspond and critical aspects for knowledge development in ecology for the current group of teacher students are identified. Based on the analysis, the study suggests some areas that require special focus in teacher education in ecology. Carbohydrate as a carrier of energy between trophic levels, as well as the conversion of carbohydrate to water and carbon dioxide during cellular respiration, are examples of areas that the study highlights.
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