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dc.contributor.authorTsui, Chi-Yan
dc.contributor.authorTreagust, David
dc.date.accessioned2017-01-30T14:48:05Z
dc.date.available2017-01-30T14:48:05Z
dc.date.created2011-08-30T07:37:49Z
dc.date.issued2007
dc.identifier.citationTsui, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/41083
dc.identifier.doi10.1002/tea.20116
dc.description.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.

dc.publisherJohn Wiley & Sons, Inc.
dc.titleUnderstanding Genetics: Analysis of Secondary Students' Conceptual Status
dc.typeJournal Article
dcterms.source.volume44
dcterms.source.number2
dcterms.source.startPage205
dcterms.source.endPage235
dcterms.source.issn00224308
dcterms.source.titleJournal of Research in Science Teaching
curtin.departmentScience and Mathematics Education Centre (Research Institute)
curtin.accessStatusFulltext not available


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