Understanding Genetics: Analysis of Secondary Students' Conceptual Status

Autor/inn/en	Tsui, Chi-Yan; Treagust, David F.
Titel	Understanding Genetics: Analysis of Secondary Students' Conceptual Status
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 2, S.205-235 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20116
Schlagwörter	Teaching Methods; Grade 10; Concept Formation; Genetics; Grade 12; Secondary School Science; Foreign Countries; High School Students; Computer Assisted Instruction; Case Method (Teaching Technique); Comprehension; Logical Thinking; Thinking Skills; Scientific Concepts; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Humangenetik; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Case method; Fallmethode; Verstehen; Verständnis; Denkfähigkeit; Australien
Abstract	This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4-8 weeks, the students learned genetics in classroom lessons that included "BioLogica" activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible-plausible-fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed. (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10