How Do High School Students' Genetics Progression Networks Change Due to Genetics Instruction and How Do They Stabilize Years after Instruction?

Autor/inn/en	Todd, Amber; Romine, William; Sadeghi, Reza; Cook Whitt, Kate; Banerjee, Tanvi
Titel	How Do High School Students' Genetics Progression Networks Change Due to Genetics Instruction and How Do They Stabilize Years after Instruction?
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 5, S.779-807 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Todd, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21744
Schlagwörter	High School Students; Genetics; Science Instruction; Schemata (Cognition); Grade 10; Grade 12; Secondary School Science; Student Development + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognition; Schema; Kognition; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Learning progressions (LPs) serve as frameworks for understanding the level of complexity of students' ideas within a domain. Multifaceted LPs contain multiple interrelated constructs where increased knowledge in one construct may increase knowledge of a separate construct. While it is challenging to identify and test these contingencies between constructs, our research group has used Bayesian structure learning methods to determine how mental models of genetics change with instruction. In this study, we follow a cohort of high school students for 3 years, measuring their genetics knowledge prior to instruction in 10th grade, immediately after genetics instruction in 10th grade, and at the end of 12th grade. We investigated how their idea networks change as a result of instruction and how they stabilize 2 years after instruction ended. We found students move from a phenotypic to a more molecular/mechanistic understanding of genetics immediately after instruction; students idea networks 2 years after instruction stabilized grounded within molecular explanations of diversity of life and how genetic diversity drives evolution. This study provides a robust mechanism for researchers to test connections between constructs in multifaceted LPs, illustrated by a genetics framework unable to be detected by previous methods. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01