The Effectiveness of Hybrid Dynamic Visualisation in Learning Genetics in a Hong Kong Secondary School

Autor/inn/en	Hung, Venus; Fung, Dennis
Titel	The Effectiveness of Hybrid Dynamic Visualisation in Learning Genetics in a Hong Kong Secondary School
Quelle	In: Research in Science & Technological Education, 35 (2017) 3, S.308-329 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2017.1310095
Schlagwörter	Teaching Methods; Genetics; Secondary School Science; Visualization; Visual Aids; Scientific Concepts; Grade 12; Interviews; Concept Formation; Comprehension; Secondary School Students; Foreign Countries; Pretests Posttests; Statistical Analysis; Qualitative Research; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Humangenetik; Visualisation; Visualisierung; Anschauungsmaterial; School year 12; 12. Schuljahr; Schuljahr 12; Interviewing; Interviewtechnik; Concept learning; Begriffsbildung; Verstehen; Verständnis; Sekundarschüler; Ausland; Statistische Analyse; Qualitative Forschung; Hongkong
Abstract	Background: A teaching method to improve students' ability to communicate ideas in genetics across the macro-micro levels of organisation was investigated in this study. Purpose: It is designed to help students deconstruct the level of organisation of each tier of a genetic diagram, as the symbols used in such diagrams (i.e. lines and letters) can be too abstract to serve as hints for students to identify the level of organisation. Design and method: The method employs hybrid dynamic visualisation, which combines static (e.g. a genetic diagram) and dynamic visualisations (e.g. meiotic cell division, fertilisation). The method also addresses the learning problem wherein students isolate the conceptual components of the processes of meiotic cell division and fertilisation from the procedural components of genetic diagrams. The new pedagogy was trialled in a voluntary enrichment course with 22 Secondary Six (or 12th grade) students. Results: The results of conceptual assessments and individual interviews show that the participating students, in general, provided more explanations at the molecular level, although there is considerable room for improvement in making a smooth macro-micro transition. Students also had a better grasp of the symbolic representation and mathematical concepts of genetics. In addition, their responses in individual interviews revealed that they shared a restricted understanding of the term "recessiveness." Conclusion: Possible scaffolds for revisiting the concept of recessiveness in regular teaching are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01