Exploring Middle School Students' Understanding of Three Conceptual Models in Genetics

Autor/inn/en	Freidenreich, Hava Bresler; Duncan, Ravit Golan; Shea, Nicole
Titel	Exploring Middle School Students' Understanding of Three Conceptual Models in Genetics
Quelle	In: International Journal of Science Education, 33 (2011) 17, S.2323-2349 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2010.536997
Schlagwörter	Middle School Students; Instructional Design; High School Graduates; Genetics; Scientific Literacy; Biology; Science Education; Grade 6; Grade 7; Grade 8; Models; Middle Schools; Scientific Concepts + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Humangenetik; Biologie; Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Analogiemodell
Abstract	Genetics is the cornerstone of modern biology and a critical aspect of scientific literacy. Research has shown, however, that many high school graduates lack fundamental understandings in genetics necessary to make informed decisions about issues and emerging technologies in this domain, such as genetic screening, genetically modified foods, etc. Genetic literacy entails understanding three interrelated models: a genetic model that describes patterns of genetic inheritance, a meiotic model that describes the process by which genes are segregated into sex cells, and a molecular model that describes the mechanisms that link genotypes to phenotypes within an individual. Currently, much of genetics instruction, especially in terms of the molecular model, occurs at the high school level, and we know little about the ways in which middle school students can reason about these models. Furthermore, we do not know the extent to which carefully designed instruction can help younger students develop coherent and interrelated understandings in genetics. In this paper, we discuss a research study aimed at elucidating middle school students' abilities to reason about the three genetic models. As part of our research, we designed an eight-week inquiry unit that was implemented in a combined sixth- to eighth-grade science classroom. We describe our instructional design and report results based on an analysis of written assessments, clinical interviews, and artifacts of the unit. Our findings suggest that middle school students are able to successfully reason about all three genetic models. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10