Learning Genetics with Multiple Representations: A Three Dimensional Analysis of Conceptual Change.Report as inadecuate




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Explores the conceptual change of two classes of grade 10 students (n=48) in their genetics learning in an Australian girls' school that uses laptop computers. The study used an interpretive, case-based design with multiple data collection methods and a multidimensional conceptual change framework. Over seven weeks, the students learned genetics that included work on their laptop computers with BioLogica, a multimedia program, and online multimedia about human and molecular genetics. Multiple external representations (MERs) in multimedia, as researchers claimed, support cognitive processes and problem solving. Given that representability is essential for making difficult concepts intelligible, MERs provide new opportunities for learning genetics. Findings indicated that most students were highly motivated in their learning and that over half of them enjoyed learning with multimedia on human and molecular genetics more than with BioLogica. Most students improved their genetics reasoning after instruction but only in easier reasoning types. Some students, however, had developed sophisticated conceptions and the status of their conceptions was intelligible, plausible, and fruitful. The findings have implications for making better pedagogical use of multiple representations in teaching for conceptual change. (Author)

Descriptors: Case Studies, Computer Uses in Education, Concept Teaching, Foreign Countries, Genetics, Multimedia Materials, Science Education, Secondary Education, Student Motivation











Author: Tsui, Chi-Yan; Treagust, David F.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6166&id=ED477839



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