Teaching of biological inheritance and evolution of living beings in secondary school

Banet, Enrique; Ayuso, G. E.

doi:10.1080/09500690210145716

Cited by 91 publications

(72 citation statements)

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“…48 Yet, one should be cognisant that children may be aware of genetics and able to use genetic terminology with little understanding of the concepts. [23][24][25][26][27] The timing of disclosure of genetic risk in relation to formal education on genetic inheritance was also an issue. One counsellor highlighted the possible negative consequences for the child of disclosure being triggered by teaching on the topic at school, supporting the need to ensure that families are fully supported to inform their children in a timely manner.…”

Section: Discussionmentioning

confidence: 99%

“…[13][14][15][16][17][18][19][20][21] Concerns remain, however, about children's ability to understand carrier status results following newborn screening as a recent interview study of parents who had received carrier results for their child following newborn screening reports that school-based learning may be one of the triggers for parents to inform their child. 22 Yet, pupils evidence difficulty in comprehending genetics even after formal tuition, [23][24][25][26][27] and it is likely that children who are unaware of their genetic risk and the relevance of the science curriculum are likely to show a similar knowledge profile. It is likely, therefore, that such children would benefit from additional materials to help them assimilate and adapt to their results.…”

Section: Introductionmentioning

confidence: 99%

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A qualitative study exploring genetic counsellors’ experiences of counselling children

et al. 2010

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The identification of healthy carriers by newborn screening programmes raises questions about how and when the carrier results will be conveyed to child. There is currently a lack of information concerning how best to convey carrier information to children. This is a serious gap in the literature and practice. This study examined genetic counsellors' experiences of counselling children to explore how to support and inform children about their carrier result. Practising members of the United Kingdom (UK) Association of Genetic Nurses and Counsellors took part in semi-structured telephone interviews. Respondents described the communication process and identified barriers and facilitators of communication. Age, illness experience and maturity were variously discussed as facilitators; all of which are integral to psychological theories of children's understanding of illness. Adaptive family communication, school tuition and educational materials were also seen as influencing counselling efficacy. Relevant materials that children could keep were also seen as important to enhance children's autonomy. Yet, such resources were rare, constituting a barrier to communication. Counsellors reported communication was further impeded by maladaptive family communication and resistance from children to engaging in counselling. By exploring the facilitators and barriers inherent in communicating genetic information to children, guidance can be offered to counsellors, researchers and parents. This study indicates that some factors (eg illness experiences) previously identified by psychological theories may act in complex ways within this setting. Importantly, the factors identified as being most influential when communicating with children about genetics are amenable to change through interventions, support and training.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A qualitative study exploring genetic counsellors’ experiences of counselling children

et al. 2010

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“…Además, la genética presenta gran interés educativo ya que permite aplicar estrategias de resolución de problemas, lo cual requiere el desarrollo de capacidades intelectuales y de hábitos de trabajo característicos de la actividad científica (Ayuso y Banet, 2002). Así, un uso funcional del modelo de Mendel para resolver problemas y hacer predicciones, supondría la adquisición de destrezas de alto nivel intelectual, aspiración de toda formación científica pero escasamente presentes en la enseñanza habitual de la Biología, en la que priman destrezas de bajo nivel intelectual como la memorización de datos y términos que después no se utilizan y se olvidan fácilmente (Momsen et al, 2010).Se han realizado numerosas investigaciones en las que se ha puesto de manifiesto que los estudiantes tienen dificultades para entender muchos conceptos sobre genética y los mecanismos relacionados con la transmisión de la herencia biológica (Figini y De Micheli, 2005;Banet y Ayuso, 2003). A principios de los años ochenta la genética apareció entre los contenidos de Biología más importantes y más difíciles de aprender según los profesores de ciencias (Finley, Steward y Yarrowich, 1982) Bugallo-Rodríguez (1995) en el que se recogen una serie de preconcepciones y errores en los estudiantes derivados del uso de una terminología inadecuada y de la falta de relación entre conceptos clave; además esta autora destaca, coincidiendo con muchos otros autores, la resolución inadecuada y poco justificada de problemas.…”

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Comprensión del modelo hereditario de Mendel tras la enseñanza habitual en alumnos de educación secundaria obligatoria

Lillo

Medrano

Torregrosa

2015

Didáctica De Las Ciencias Experimentales Y Sociales

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Resumen: Mostrar que una nueva propuesta de enseñanza produce mejores actitudes y aprendizajes en los alumnos requiere disponer de un análisis de lo que se hace y se consigue con la enseñanza habitual. Para realizar dicho análisis se ha efectuado un estudio histórico y epistemológico de la evolución de las ideas en genética clásica, identificando los problemas que están en su origen, las ideas que permitieron avanzar y los obstáculos que hubo que superar. Como resultado de dicho estudio se han seleccionado un conjunto de indicadores de aprendizaje que deberían manifestarse en aquellas personas que hubieran comprendido los aspectos esenciales del modelo de herencia mendeliana, que se imparte en 4º de ESO. Dichos indicadores se han utilizado para analizar el aprendizaje tras la enseñanza convencional del tema. En este trabajo se presentan los resultados obtenidos que muestran las deficiencias más comunes y justifican la necesidad de una propuesta diferente.Palabras clave: didáctica de las ciencias, enseñanza habitual, genética clásica, modelo hereditario de Mendel, enseñanza de las ciencias en la E.S.O. Abstract:Showing that a new approach produces better learning and attitudes in students requires to have an analysis of what is done and what is achieved with conventional teaching. In order to perform such analysis, a historical and epistemological study of the evolution of ideas in classical genetics has been made, identifying problems at their source, the ideas that allowed progress and the obstacles that had to be overcome. As a result of this study, we selected a set of indicators of learning that should manifest themselves in those people who have understood the essential aspects of Mendelian inheritance model, which is taught in 4th of E.S.O. These indicators have been used to analyze the learning after conventional teaching of the subject. In this paper we present the results that show the most common deficiencies and justify the need for a different approach.Keywords: science education, conventional teaching, classical genetics, Mendelian inheritance model, science teaching in secondary. La genética es sin lugar a dudas la rama de la Biología que más ha avanzado y más se ha popularizado en las últimas décadas. El Proyecto Genoma Humano, los alimentos transgénicos, el uso del ADN en criminología o en las pruebas de paternidad y las posibilidades de obtener clones humanos, son algunos ejemplos de las muchas aplicaciones de la genética que aparecen frecuentemente en los medios de comunicación. Es incuestionable su interés cuando cada día surgen nuevas noticias sobre sus avances y sus repercusiones éticas y sociales. Precisamente debido a sus implicaciones socioculturales, los ciudadanos deben ser capaces de manejar estas informaciones para poder tomar parte activa en las discusiones que se generan en este ámbito. Pero asimilar la gran cantidad de información nueva que aporta la investigación en genética sólo es posible si se adquiere con comprensión un modelo básico en el que se puedan integrar todas estas nu...

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“…And evolution constitutes a connective basis for all of the foregoing fields of biology (Grace, 2011). Evolution that can be regarded as central to biology is an interdisciplinary subject and plays a key role in understanding the basic subjects of biology including the structure of cell, cell division, inheritance, reproduction and so on (Banet and Ayuso, 2003;van Dijk, 2009;van Dijk and Kattman, 2009). The theory of evolution as a strong guide for scientific researches is crucial as it creates associations between scientific data obtained by distinctive fields of science and assembles them (İrez, Çakır and Doğan, 2007).…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning on the World Wide Web: Biological Evolution/Webden Öğrenme ve Öğretim: Biyolojik Evrim Konusu

Keskin¹,

Kose²

2016

e-uead

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The main purpose of this research is to review the content of websites presenting information on biological evolution. The specific goal here is to question whether such websites are available for education and training purposes for students and biology teachers at high school and college level. For this purpose 16 Turkish websites offering free content on biological evolution, as returned by a Google search, were reviewed by researchers with a website review scale composed of 18 criteria categorized under 4 key groups of "design, target audience, content and currency". The descriptive review of 16 websites addressing as returned by a Google search has revealed that 6 of these websites can be employed for educational purposes despite few shortcomings, yet the remaining 10 are poor in terms of content, visual appearance, availability of the source of information presented and currency.

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Teaching of biological inheritance and evolution of living beings in secondary school

Cited by 91 publications

References 64 publications

A qualitative study exploring genetic counsellors’ experiences of counselling children

A qualitative study exploring genetic counsellors’ experiences of counselling children

Comprensión del modelo hereditario de Mendel tras la enseñanza habitual en alumnos de educación secundaria obligatoria

Teaching and Learning on the World Wide Web: Biological Evolution/Webden Öğrenme ve Öğretim: Biyolojik Evrim Konusu

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