Blending Problem Based Learning with Scientific Argumentation to Enhance Students' Understanding of Basic Genetics

Autor/inn/en	Choden, Tashi; Kijkuakul, Sirinapa
Titel	Blending Problem Based Learning with Scientific Argumentation to Enhance Students' Understanding of Basic Genetics
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.445-462 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Problem Based Learning; Teaching Methods; Intervention; Persuasive Discourse; Science Instruction; Content Analysis; Genetics; Instructional Effectiveness; Foreign Countries; Misconceptions; Concept Formation; Scientific Concepts; Rote Learning; Small Group Instruction; Lesson Plans; Student Attitudes; Journal Writing; Secondary School Students; Bhutan + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Humangenetik; Unterrichtserfolg; Ausland; Missverständnis; Concept learning; Begriffsbildung; Mechanisches Lernen; Lesson planning; Unterrichtsplanung; Schülerverhalten; Zeitschriftenaufsatz; Sekundarschüler
Abstract	Genetics can be a difficult topic to teach and learn in a traditional classroom. The objective of this qualitative classroom action research was to examine the effectiveness of a blend of problem-based learning (PBL) with scientific argumentation to improve student understanding of basic genetics. The research participants were grade 9 Bhutanese students accustomed to rote learning placed in small groups to competitively achieve a solution utilizing PBL and scientific argumentation. The six-week teaching intervention process was teacher evaluated daily and at the end of each unit followed by strategy and lesson adjustments by applying the cycles of action research: planning, acting, observing, and reflecting while considering the pre- and post-genetic tests, lesson plans, semi-structured observations, pre- and post-semi structured interviews, reflective journals, and, student learning tasks. Content analysis and method triangulation were used to confirm that the blending approach was effective in helping students to acquire basic knowledge and to eliminate most misconceptions about five central subtopics in the study of genetics: inheritance, variation, genetic engineering, cloning and evolution. An assessment of teacher journals and outsider evaluations of teacher lessons and presentations revealed an increasing teacher appreciation for the blended method. This intervention helped students become independent and active learners. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01