ERIC Number: EJ906534
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 83
Conceptual Change in Students' Molecular Biology Education: Tilting at Windmills?
Franke, Gaitano; Bogner, Franz X.
Journal of Educational Research, v104 n1 p7-18 2011
A hands-on instructional approach with medium-achieving 10th-grade students (N = 294) successfully demonstrated the achievement of a conceptual change. Two teaching variations were applied (I-1, I-2), both dealing with a hands-on gene technology lesson in an out-of-school laboratory. I-2 additionally confronted the participants with alternative conceptions to some of the central issues involved in gene technology following a constructivist teaching model. The authors monitored the percentage of alternative conceptions by pretest, posttest, and delayed posttest. In the long term, I-2 abandoned more of students' alternative conceptions in favor of the orthodox scientific view. Furthermore, a gender effect appeared: In the short term, more young men within I-2 were forced to shift to more scientific conceptions. Young women filed their alternative conceptions also in the long term, independently of the applied instructional method. (Contains 6 tables and 2 figures.)
Descriptors: Constructivism (Learning), Teaching Models, Molecular Biology, Concept Formation, Teaching Methods, Misconceptions, Science Instruction, Scientific Concepts, Hands on Science, Secondary School Science, Grade 10, Gender Differences, Secondary School Students, Foreign Countries, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Germany