Literaturnachweis - Detailanzeige
| Autor/inn/en | Todd, Amber; Romine, William L. |
|---|---|
| Titel | Empirical Validation of a Modern Genetics Progression Web for College Biology Students |
| Quelle | In: International Journal of Science Education, 39 (2017) 4, S.488-505 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Todd, Amber) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2017.1296207 |
| Schlagwörter | Science Instruction; Biology; Genetics; Undergraduate Students; Path Analysis; Correlation; Scientific Concepts; Learning Processes; Evidence; Concept Formation; Statistical Analysis |
| Abstract | Research in learning progressions (LPs) has been essential towards building understanding of how students' ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of "progression webs" to model connections within and between related constructs simultaneously, and to explain and demonstrate the efficacy of path analysis towards validating a hypothesised progression web for understanding of modern genetics. Specifically, we evaluate strength of evidence for a progression web based upon multiple related constructs within a multi-faceted LP describing undergraduate biology students' understanding of genetics. We then utilise the progression web to generalise theory around how undergraduate students understand relationships between related genetics concepts, and how they use simpler concepts to scaffold those which are more complex. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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