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    Understanding Genetics: Analysis of Secondary Students' Conceptual Status

    Access Status
    Fulltext not available
    Authors
    Tsui, Chi-Yan
    Treagust, David
    Date
    2007
    Type
    Journal Article
    
    Metadata
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    Citation
    Tsui, Chi-Yan and Treagust, David. 2007. Understanding Genetics: Analysis of Secondary Students' Conceptual Status. Journal of Research in Science Teaching. 44 (2): pp. 205-235.
    Source Title
    Journal of Research in Science Teaching
    DOI
    10.1002/tea.20116
    ISSN
    00224308
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/41083
    Collection
    • Curtin Research Publications
    Abstract

    This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4–8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible–plausible–fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed.

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