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Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance
Author(s) -
Johnson Susan K.,
Stewart Jim
Publication year - 2002
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/sce.10015
Subject(s) - trait , class (philosophy) , dominance (genetics) , inheritance (genetic algorithm) , psychology , mathematics education , computer science , biology , artificial intelligence , genetics , programming language , gene
Abstract In this paper we describe the model‐revising problem‐solving strategies of two groups of students (one “successful,” one “unsuccessful”) as they worked (in a genetics course we developed) to revise Mendel's simple dominance model to explain the inheritance of a trait expressed in any of four variations. The two groups described in this paper were chosen with the intent that the strategies that they employed be used to inform the design of model‐based instruction. Differences were found in the groups' abilities to recognize anomalous data, use existing models as templates for revisions, and assess revised models. © 2002 Wiley Periodicals, Inc. Sci Ed 86: 463–480, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10015