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Cognitive development, genetics problem solving, and genetics instruction: A critical review
Author(s) -
Smith Mike U.,
Sims O. Suthern
Publication year - 1992
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660290707
Subject(s) - curriculum , cognition , cognitive development , psychology , selection (genetic algorithm) , mathematics education , curriculum development , behavioural genetics , cognitive science , developmental psychology , computer science , pedagogy , artificial intelligence , neuroscience
Recent studies have analyzed the cognitive demands of solving problems in genetics, focusing primarily on the Piagetian schemas of combinations, proportions, and probability. Based on data from these primarily correlational studies, some authors have argued for the elimination of classical genetics from the high school curriculum. The critical review of the literature presented in this article reaffirms that formal‐operational thought is conducive to successful genetics problem solving. The weight of the evidence to date, however, does not support the position that formal operational thought is strictly required for solving typical genetics problems. Arguments are therefore presented in support of the inclusion of genetics and genetics problem solving in high school biology. Implications of this analysis for the selection of appropriate content, problems, and instructional techniques for genetics instruction for nonformal students are presented.