Effect of Bead and Illustrations Models on High School Students' Achievement in Molecular Genetics

Autor/inn/en	Rotbain, Yosi; Marbach-Ad, Gili; Stavy, Ruth
Titel	Effect of Bead and Illustrations Models on High School Students' Achievement in Molecular Genetics
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 5, S.500-529 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20144
Schlagwörter	Illustrations; Grade 12; Genetics; Science Achievement; High School Students; Models; Molecular Biology; Molecular Structure; Scientific Concepts; Science Process Skills; Grade 11; Comparative Analysis; Teaching Methods; Lecture Method; Conventional Instruction; Interviews; Questionnaires; Instructional Effectiveness; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Bildliche Darstellung; School year 12; 12. Schuljahr; Schuljahr 12; Humangenetik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analogiemodell; Molekularbiologie; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Fragebogen; Unterrichtserfolg; Ausland
Abstract	Our main goal in this study was to explore whether the use of models in molecular genetics instruction in high school can contribute to students' understanding of concepts and processes in genetics. Three comparable groups of 11th and 12th graders participated: The control group (116 students) was taught in the traditional lecture format, while the others received instructions which integrated a bead model (71 students), or an illustration model (71 students). Similar instructions and the same guiding questions accompanied the two models. We used three instruments: a multiple-choice and an open-ended written questionnaire, as well as personal interviews. Five of the multiple-choice questions were also given to students before receiving their genetics instruction (pretest). We found that students who used one of the two types of models improved their knowledge in molecular genetics compared to the control group. However, the open-ended questions revealed that bead model activity was significantly more effective than illustration activity. On the basis of these findings we conclude that, though it is advisable to use a three-dimensional model, such as the bead model, engaging students in activities with illustrations can still improve their achievement in comparison to traditional instruction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10