The Effect of Different Molecular Models on High School Students' Conceptions of Molecular Genetics

Autor/inn/en	Rotbain, Yosi; Stavy, Ruth; Marbach-Ad, Gili
Titel	The Effect of Different Molecular Models on High School Students' Conceptions of Molecular Genetics
Quelle	In: Science Education Review, 7 (2008) 2, S.59-64 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Molecular Structure; Models; High School Students; Genetics; Grade 11; Grade 12; Molecular Biology; Science Instruction; Computer Simulation; Illustrations; Visual Aids; Pretests Posttests; Questionnaires; Interviews; Secondary School Science + Suchen Sie Ihr Suchwort? Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Humangenetik; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Molekularbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Bildliche Darstellung; Anschauungsmaterial; Fragebogen; Interviewing; Interviewtechnik
Abstract	Our main goal in this study was to explore whether the use of models in high school molecular genetics instruction can contribute to students' understanding of concepts and processes in genetics. Three hundred and nineteen students from four comparable groups of 11th- and 12th-grade students participated. The control group (116 students) was taught using the traditional lecture format, while the others received instruction that integrated one of the following models: Bead model (71 students), computer simulation (61 students), or illustrations typically used in textbooks (71 students). Each group was provided with similar instructions and the same guiding questions. We used two assessment instruments; a written questionnaire and personal interviews. The written questionnaire (post-test) comprised 10 open-ended and 13 multiple-choice questions. Six of the multiple-choice questions were also given to students before receiving their genetics instruction (pre-test). We conclude that it is worthwhile to integrate activities with specific instructions and guiding questions in the teaching of molecular genetics in high school. Moreover, the open-ended questions brought out the differences among the groups, revealing that activities with the bead model and computer simulation were significantly more effective than the illustration activity. (This paper is a summary of Marbach-Ad, Rotbain, & Stavy, 2005; Marbach-Ad, Rotbain, & Stavy, 2008; Rotbain, Marbach-Ad, & Stavy, 2005; Rotbain, Marbach-Ad, & Stavy, 2006; Rotbain, Marbach-Ad, & Stavy, 2008.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01