NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938358
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0021-9266
How Pupils Use a Model for Abstract Concepts in Genetics
Venville, Grady; Donovan, Jenny
Journal of Biological Education, v43 n1 p6-14 2008
The purpose of this research was to explore the way pupils of different age groups use a model to understand abstract concepts in genetics. Pupils from early childhood to late adolescence were taught about genes and DNA using an analogical model (the wool model) during their regular biology classes. Changing conceptual understandings of the concepts of gene and DNA as a result of the teaching that incorporated the model were investigated. The research design was a multiple case study enacted in four classes (Year 2, Year 5, Year 9 and Year 12). In each class, the teacher used the same wool model to engage pupils in learning about genes and DNA. The results suggest that the role of the wool model was largely determined by the pupils' prior knowledge. The model was malleable and had multiple roles in the teaching and learning process that reflected the pupils' developing conceptual understandings about genes and DNA. (Contains 1 figure and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A