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Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information
Author(s) -
Banet Enrique,
Ayuso Enrique
Publication year - 2000
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(200005)84:3<313::aid-sce2>3.0.co;2-n
Subject(s) - inheritance (genetic algorithm) , mathematics education , restructuring , constructivism (international relations) , teaching method , psychology , computer science , genetics , biology , international relations , finance , politics , gene , political science , law , economics
Traditional strategies for teaching genetics rely on teacher explanation, textbooks, and problem‐solving activities (in which problems are solved by application of an already known algorithm). This study examines: (a) the knowledge that secondary school students have concerning some basic aspects related to the location of inheritance information before they are taught about genetics; (b) the effects of traditional instruction (in Spain) on students' learning about these subjects; (c) the characteristics of the teaching programs that are implemented in Spain; (d) the characteristics of a teaching program on the location of inheritance information based on constructivism; and (e) the learning achieved as a consequence of the implementation of this program (compared with what is learned by pupils who study genetics in a more traditional way). The results demonstrate that many students involved in this program restructure their initial misunderstanding of the location of inheritance information and acquire a knowledge that is more in keeping with scientifically accepted principles. We conclude by pointing to some implications for the teaching of genetics at the secondary school level. © 2000 John Wiley & Sons, Inc. Sci Ed 84: 313–351, 2000.