Understanding Genetics: Analysis of Secondary Students' Conceptual Status
This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change fram...
| Main Authors: | , |
|---|---|
| Format: | Journal Article |
| Published: |
John Wiley & Sons, Inc.
2007
|
| Online Access: | http://hdl.handle.net/20.500.11937/41083 |
| _version_ | 1848756045793460224 |
|---|---|
| author | Tsui, Chi-Yan Treagust, David |
| author_facet | Tsui, Chi-Yan Treagust, David |
| author_sort | Tsui, Chi-Yan |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4–8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible–plausible–fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed. |
| first_indexed | 2025-11-14T09:05:58Z |
| format | Journal Article |
| id | curtin-20.500.11937-41083 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:05:58Z |
| publishDate | 2007 |
| publisher | John Wiley & Sons, Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-410832017-09-13T15:58:11Z Understanding Genetics: Analysis of Secondary Students' Conceptual Status Tsui, Chi-Yan Treagust, David This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4–8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible–plausible–fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed. 2007 Journal Article http://hdl.handle.net/20.500.11937/41083 10.1002/tea.20116 John Wiley & Sons, Inc. restricted |
| spellingShingle | Tsui, Chi-Yan Treagust, David Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title | Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title_full | Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title_fullStr | Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title_full_unstemmed | Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title_short | Understanding Genetics: Analysis of Secondary Students' Conceptual Status |
| title_sort | understanding genetics: analysis of secondary students' conceptual status |
| url | http://hdl.handle.net/20.500.11937/41083 |