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Revising and Assessing Explanatory Models in a High School Genetics Class: A Comparison of Unsuccessful and Successful Performance.
Peer reviewed Peer reviewed
Johnson, Susan K.; Stewart, Jim – Science Education, 2002
Describes the model-revising problem-solving strategies of two groups of students (one successful, one unsuccessful) as they worked in a genetics course to revise Mendel's simple dominance model to explain the inheritance of a trait expressed in any of four variations. Finds differences in the groups' abilities to recognize anomalous data, use…
Descriptors: Academic Achievement, Cooperative Learning, Genetics, Problem Solving
High School Students' Use of Meiosis When Solving Genetics Problems.
Peer reviewed Peer reviewed
Wynne, Cynthia F.; Stewart, Jim; Passmore, Cindy – International Journal of Science Education, 2001
Paints a different picture of students' reasoning with meiosis as they solved complex, computer-generated genetics problems, some of which required them to revise their understanding of meiosis in response to anomalous data. Students were able to develop a rich understanding of meiosis and can utilize that knowledge to solve genetics problems.…
Descriptors: Biology, Genetics, High Schools, Problem Solving
Extending the Conception of "Problem" in Problem-Solving Research.
Peer reviewed Peer reviewed
Stewart, Jim; Hafner, Robert – Science Education, 1991
Reviews the literature concerning problem solving in science education. Authors contend that the adoption of a forward-looking viewpoint of science has increased the attention given to the topics of discovery and problem-solving behavior. Authors conclude that research by philosophers of science on models and problem solving include insights to…
Descriptors: Discovery Learning, Elementary Secondary Education, Literature Reviews, Models
Revising Explanatory Models to Accommodate Anomalous Genetic Phenomena: Problem Solving in the "Context of Discovery."
Peer reviewed Peer reviewed
Hafner, Robert; Stewart, Jim – Science Education, 1995
Examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model-revising problem solving). The study addressed the heuristics characteristic of successful model-revising problem solving and other aspects of student model use. (LZ)
Descriptors: Concept Formation, Genetics, Heuristics, High Schools
Improving Student Problem Solving in Genetics.
Peer reviewed Peer reviewed
Slack, Susie; Stewart, Jim – Journal of Biological Education, 1989
Prescriptions for improving student understanding and problem-solving performance related to transmission genetics are discussed. Research on novice/expert problem-solving in transmission genetics is reviewed. (Author/CW)
Descriptors: Biological Sciences, Cognitive Development, College Science, Genetics
Representing Genotype-to-Phenotype Mappings.
Peer reviewed Peer reviewed
Stewart, Jim; Maclin, Rich – Journal of Biological Education, 1990
Two representations useful in teaching transmission genetics are described. Details of the representations and problem solving using these instructional aids are discussed. The importance of developing representations which help remedy specific difficulties that students commonly encounter is stressed. (CW)
Descriptors: College Science, Genetics, Higher Education, Instructional Materials
High School Students' Problem-Solving Performance on Realistic Genetics Problems.
Peer reviewed Peer reviewed
Slack, Susie Johnston; Stewart, Jim – Journal of Research in Science Teaching, 1990
Investigated were student problem-solving strategies in an attempt to develop a model of student performance. The problem-solving strategies used by 30 high school students were analyzed. Suggestions for improved instruction in solving genetics problems are provided. (CW)
Descriptors: Biological Sciences, Computer Software, Educational Improvement, Genetics