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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ580523
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Exploring Conceptual Change in Genetics Using a Multidimensional Interpretive Framework.
Venville, Grady J.; Treagust, David F.
Journal of Research in Science Teaching, v35 n9 p1031-55 Nov 1998
Changes in grade 10 students' (n=79) conceptions of genes during genetics instruction was studied from multiple perspectives. Ontologically, most students moved from passive to active models of genes. Affectively, students were interested in genetics but unmotivated by microscopic mechanistic explanations; however, teaching approaches were simplistic. Epistemologically, most students held intelligible or plausible--but not fruitful--conceptions. Contains 43 references. (Author/WRM)
Descriptors: Affective Measures, Biology, Concept Formation, Genetics, Grade 10, Heredity, High Schools, Science Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conceptual Change Theory of Knowledge; Ontology