Comparative Effectiveness of Context-Based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Autor/inn/en	Kazeni, Monde; Onwu, Gilbert
Titel	Comparative Effectiveness of Context-Based and Traditional Approaches in Teaching Genetics: Student Views and Achievement
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 1-2, S.50-62 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2013.826970
Schlagwörter	Teaching Methods; Genetics; Science Instruction; Problem Solving; Decision Making; Qualitative Research; Grade 11; High School Students; Control Groups; Comparative Analysis; Pretests Posttests; Foreign Countries; Context Effect; Instructional Effectiveness; Science Achievement; Student Attitudes; Quasiexperimental Design; Experimental Groups; Inquiry; Skill Development; Interviews; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Decision-making; Entscheidungsfindung; Qualitative Forschung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Unterrichtserfolg; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Interviewing; Interviewtechnik; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a quasi-experimental, non-equivalent pre-test post-test control group design was used for the investigation. A total of 190 students from six grade 11 intact science classes, and their six teachers drawn from the six high schools in Tshwane South educational district in Gauteng, South Africa comprised the study sample. The participating teachers taught a genetics course made up of several themes to students in the control and experimental groups over a 7-week period. Five instruments were used to assess student performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities and attitude towards life sciences. Qualitative data derived from teachers' and students' interview protocols were used to supplement the quantitative data. The results suggest that context-based teaching was significantly better than traditional teaching approaches in enhancing student performance, apart from specific science inquiry skills. Performance differences were strongly associated with the type of contexts used in designing the genetics learning materials, and the context-based teaching model used for implementing the materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01