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Direct linkCastro-Faix, Moraima; Duncan, Ravit Golan; Choi, Jinnie – Journal of Research in Science Teaching, 2021
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…
Descriptors: Learning Processes, Science Education, Scientific Concepts, Genetics
Peer reviewedVenville, Grady J.; Treagust, David F. – Journal of Research in Science Teaching, 1998
Changes in grade 10 students' (n=79) conceptions of genes during genetics instruction was studied from multiple perspectives. Ontologically, most students moved from passive to active models of genes. Affectively, students were interested in genetics but unmotivated by microscopic mechanistic explanations; however, teaching approaches were…
Descriptors: Affective Measures, Biology, Concept Formation, Genetics
