Student Conceptions about the DNA Structure within a Hierarchical Organizational Level: Improvement by Experiment- and Computer-Based Outreach Learning

Autor/inn/en	Langheinrich, Jessica; Bogner, Franz X.
Titel	Student Conceptions about the DNA Structure within a Hierarchical Organizational Level: Improvement by Experiment- and Computer-Based Outreach Learning
Quelle	In: Biochemistry and Molecular Biology Education, 43 (2015) 6, S.393-402 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20888
Schlagwörter	Genetics; Scientific Concepts; Grade 11; Concept Formation; Science Instruction; Freehand Drawing; Writing (Composition); Secondary School Science; Secondary School Students; Hands on Science; Computer Assisted Instruction; Grades (Scholastic); Science Achievement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Humangenetik; School year 11; 11. Schuljahr; Schuljahr 11; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Drawing; Zeichnen; Schreibübung; Sekundarschüler; Computer based training; Computerunterstützter Unterricht; Notenspiegel; Unterrichtserfolg
Abstract	As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module. To give participants the hierarchical organizational level which they have to draw, was a specific feature of our study. We introduced two objective category systems for analyzing drawings and inscriptions. Our results indicated a long- as well as a short-term increase in the level of conceptual understanding and in the number of drawn elements and their grades concerning the DNA structure. Consequently, we regard the "draw and write" technique as a tool for a teacher to get to know students' alternative conceptions. Furthermore, our study points the modification potential of hands-on and computer-supported learning modules. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01