Designing Genetics Instruction for a Socratic Approach

Autor/in	Idros, Sharifah Norhaidah Syed
Titel	Designing Genetics Instruction for a Socratic Approach
Quelle	In: Journal of Science and Mathematics Education in Southeast Asia, 27 (2004) 1, S.65-86 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0126-7663
Schlagwörter	Constructivism (Learning); Problem Solving; Genetics; Learning Processes; Foreign Countries; Teaching Methods; Science Instruction; Questioning Techniques; Abstract Reasoning; Thinking Skills; Scientific Concepts; Concept Formation; Scaffolding (Teaching Technique); Instructional Design; Malaysia + Suchen Sie Ihr Suchwort? Problemlösen; Humangenetik; Learning process; Lernprozess; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Abstraktes Denken; Denken; Denkfähigkeit; Concept learning; Begriffsbildung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Science is at heart a rational activity. Reasoning, being an important component of critical thinking has been successfully taught using Socratic methods. As an approach, the instructor or designer of instruction models an inquiring and probing mind focusing on providing questions and not answers. The main aim has been to allow learners to construct and evaluate their own reasoning or judgements explicitly, thereby making it consistent with current constructivist approaches to teaching and learning. Mendelian genetics has long been identified as an important subject but it is perceived as difficult because it requires students to operate at a higher level of scientific reasoning as well as to have mastery of theoretical genetic concepts. Success in concept acquisition and problem solving depends on many variables. Higher order questions were formulated and integrated into the instructional module for instruction on Mendel's first and second laws. This form of cognitive scaffolding was embedded in the learning cycle model of instruction. This paper discusses a study done on 262 students undergoing a matriculation programme of the Ministry of Education, Malaysia looking into the elements of higher order questions and their benefits on their performance on problem solving in Mendelian genetics at the preuniversity level. (Contains 3 tables.) (As Provided).
Anmerkungen	Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recsam.edu.my; Web site: http://www.recsam.edu.my
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10