Data-driven refinements of a genetics learning progression
Data-driven refinements of a genetics learning progression
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DOI：
10.1002/tea.21631
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发表时间：
2020-05-11
影响因子：
4.6
通讯作者：
Choi, Jinnie
中科院分区：
文献类型：
--
作者：
Castro-Faix, Moraima;Duncan, Ravit Golan;Choi, Jinnie
学习进阶是描述随着时间的推移学习科学思想和实践的理论模型。这些假设的进展需要测试和改进，以便有效地为教学和评估提供信息。在本文中，我们报告了我们试图修改遗传学的学习进展。我们特别关注了体现经典遗传学核心思想的两个结构和一个分子结构。这些修订是基于对60名11年级学生在参加一个为期10周的单元学习这些概念之前和之后的访谈前后数据的分析。我们发现，虽然许多学生持有与进展一致的想法，但学生推理的几个不同维度没有被捕捉到，这导致了对结构的实质性修改，包括：(a)处理减数分裂的结构体(E)分裂为两个亚结构体（e1 -遗传信息的物理传递和E2 -性细胞的作用），(b)处理遗传密码的普遍性质和组织的结构体(a)和结构体(F)增加了新的水平。对于构建A，较低的层次被扩展到包括关于DNA在细胞中的定位的想法，以及关于DNA组成的想法，这些想法在进展中没有被捕获。对结构F的修订包括现有水平的扩展和遗传模式的增加，如共显性和不完全显性。我们提出的研究提供了关于一种方法方法的见解，可以用来测试和完善进展，以及关于学生学习遗传学的见解，因为我们进一步描述和扩展了进展中的踏脚石思想，并进一步讨论了学习进展的多维性质。
Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre- and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10-week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1-physical passage of genetic information and E2 - the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping-stone ideas in the progression and discuss further the multidimensional nature of learning progressions.