Design criteria for learning and teaching genetics
Design criteria for learning and teaching genetics
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DOI：
10.1080/00219266.2005.9655976
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发表时间：
2005-06-01
影响因子：
1.1
通讯作者：
Boersma, KT
中科院分区：
文献类型：
--
作者：
Knippels, MCPJ;Waarlo, AJ;Boersma, KT
虽然在遗传学的学习和教学的困难已被大量探讨和描述，一直较少关注的发展和实地测试的策略，以解决这些问题。通知这样一个战略的审查研究，焦点小组访谈教师，传统的一系列遗传学课程的案例研究，学生访谈和内容分析学校遗传学教学的设计进行了。在文献中报告的具体困难与荷兰教师所认为的，并在案例研究和学生访谈中发现。与遗传学的抽象和复杂性质有关的问题得到了更详细的研究。遗传、生殖和减数分裂在课程中的分离解释了遗传学的抽象性质，而生物组织的不同层次则有助于其复杂性质。最后，四个设计标准的学习和教学策略，以解决这些问题的定义：连接水平的有机体，细胞和分子;明确连接减数分裂和遗传;区分体细胞和生殖细胞系的背景下的生命周期;和积极探索的组织水平之间的关系由学生。
While learning and teaching difficulties in genetics have been abundantly explored and described, there has been less focus on the development and field-testing of strategies to address them. To inform the design of such a strategy a review study, focus group interviews with teachers, a case study of a traditional series of genetics lessons, student interviews, and content analysis of school genetics teaching were carried out. Specific difficulties reported in the literature were comparable to those perceived by Dutch teachers and found in the case study and the student interviews. The problems associated with the abstract and complex nature of genetics were studied in more detail. The separation of inheritance, reproduction and meiosis in the curriculum accounts for the abstract nature of genetics, while the different levels of biological organisation contribute to its complex nature. Finally, four design criteria are defined for a learning ana teaching strategy to address these problems: linking the levels of organism, cell and molecule; explicitly connecting meiosis and inheritance; distinguishing the somatic and germ cell line in the context of the life cycle; and an active exploration of the relations between the levels of organisation by the students.