High school students' understanding of chromosome/gene behavior during meiosis

Stewart, Jim; Dale, Michael

doi:10.1002/sce.3730730410

Cited by 47 publications

(40 citation statements)

References 10 publications

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“…There is certainly a wealth of research evidence showing that misconceptions about genetics are common (Deadman & Kelly, 1978;Hackling, 1982;Stewart & Dale, 1989) and understanding, even after teaching, is often limited (Lewis, Leach, & Wood-Robinson, 2000a, b, c;WoodRobinson, Lewis, & Leach, 2000). There has also been discussion about the most appropriate location of such issues within the school curriculum, and the pedagogical skills that science teachers require in order to teach about such issues.…”

Section: Introductionmentioning

confidence: 97%

Discussion of Socio‐scientific Issues: The role of science knowledge

Lewis

Leach

2006

International Journal of Science Education

194

112

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This paper considers the relationship between science knowledge and the ability to engage in reasoned discussion of the social consequences of science. Through a study of over 200 school students aged 14-16 we show that the ability to engage in reasoned discussion of applications of gene technology is strongly influenced by the ability to recognize key issues, and that ability to recognize key issues requires some understanding of the relevant science. It is also influenced by the specificity of the context under discussion and personal experience. The requisite scientific knowledge base is relatively modest and can be effectively taught through brief teaching interventions that are well designed and contextualized. The implications for classroom practice are considered

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Section: Introductionmentioning

confidence: 97%

Discussion of Socio‐scientific Issues: The role of science knowledge

Lewis

Leach

2006

International Journal of Science Education

194

112

View full text Add to dashboard Cite

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“…Several researchers have stressed that students' learning approaches can have positive effects on the individual's conceptual changes and academic achievements (BouJaoude 1992;Cavallo and Schafer 1994;Stewart and Dale 1989). However, little research has been conducted to explore how an individual student's learning approach affects group learning processes.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students' participation and understanding. In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. These students then generated another sub-model. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others' models or ideas critically, showing that active cognitive interaction was taking place within the group. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling.

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“…Genetics is an intricate subject that relies on thoroughly understanding the structure and molecular behavior of information-carrying chromosomes, and many students struggle with this subject. Even though instruction on chromosomes often begins in a middle school science class, students have difficulty understanding the process of meiosis; this phenomenon has been documented for more than 30 yr (Johnstone and Mahmoud, 1980; Stewart and Dale, 1989; Stewart et al. , 1990; Kindfield, 1991, 1994b; Dikmenli, 2010; Wright and Newman, 2011).…”

Section: Introductionmentioning

confidence: 99%

Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division

Newman

Catavero

Wright

2012

LSE

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Cellular processes that rely on knowledge of molecular behavior are difficult for students to comprehend. For example, thorough understanding of meiosis requires students to integrate several complex concepts related to chromosome structure and function. Using a grounded theory approach, we have unified classroom observations, assessment data, and in-depth interviews under the theory of knowledge transfer to explain student difficulties with concepts related to chromosomal behavior. In this paper, we show that students typically understand basic chromosome structure but do not activate cognitive resources that would allow them to explain macromolecular phenomena (e.g., homologous pairing during meiosis). To improve understanding of topics related to genetic information flow, we suggest that instructors use pedagogies and activities that prime students for making connections between chromosome structure and cellular processes.

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High school students' understanding of chromosome/gene behavior during meiosis

Abstract: In this paper we report on a study of high school students' understanding of the physical relationship of chromosomes and genes, as expressed in their conceptual models and in their ability to manipulate the models to explain Science Education 73(4): 501-521 (1989)

Cited by 47 publications

References 10 publications

Discussion of Socio‐scientific Issues: The role of science knowledge

Discussion of Socio‐scientific Issues: The role of science knowledge

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division

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