Building Capacity in Understanding Foundational Biology Concepts: A K-12 Learning Progression in Genetics Informed by Research on Children's Thinking and Learning

Autor/in	Elmesky, Rowhea
Titel	Building Capacity in Understanding Foundational Biology Concepts: A K-12 Learning Progression in Genetics Informed by Research on Children's Thinking and Learning
Quelle	In: Research in Science Education, 43 (2013) 3, S.1155-1175 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9286-1
Schlagwörter	Elementary Secondary Education; Genetics; Biology; Scientific Concepts; Cytology; Elementary School Students; Secondary School Students; Concept Formation + Suchen Sie Ihr Suchwort? Humangenetik; Biologie; Zytologie; Sekundarschüler; Concept learning; Begriffsbildung
Abstract	This article describes the substance, structure, and rationale of a learning progression in genetics spanning kindergarten through twelfth grade (K-12). The learning progression is designed to build a foundation towards understanding protein structure and activity and should be viewed as one possible pathway to understanding concepts of genetics and ultimately protein expression, based on the existing research. The kindergarten through fifth grade segment reflects findings that show children have a rich knowledge base and sophisticated cognitive abilities, and therefore, is designed so that elementary-aged children can learn content in deep and abstract manners, as well as apply scientific explanations appropriate to their knowledge level. The article also details the LP segment facilitating secondary students' understanding by outlining the overlapping conceptual frames which guide student learning from cell structures and functions to cell splitting (both cell division and gamete formation) to genetics as trait transmission, culminating in genetics as protein expression. The learning progression product avoids the use of technical language, which has been identified as a prominent source of student misconceptions in learning cellular biology, and explicit connections between cellular and macroscopic phenomena are encouraged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10