Learning Molecular Genetics in Teacher-Led Outreach Laboratories

Autor/inn/en	Ben-Nun, Michal Stolarsky; Yarden, Anat
Titel	Learning Molecular Genetics in Teacher-Led Outreach Laboratories
Quelle	In: Journal of Biological Education, 44 (2009) 1, S.19-25 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Genetics; Molecular Biology; Microbiology; Laboratory Experiments; Outreach Programs; Science Instruction; Scientific Concepts; Discussion; High School Students; Hands on Science; Secondary School Science; Science Laboratories; Questionnaires; Teaching Methods; Program Effectiveness; Grade 12 + Suchen Sie Ihr Suchwort? Humangenetik; Molekularbiologie; Mikrobiologie; Laboratory work; Laborarbeit; Jobcoaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diskussion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Learning modern genetics is challenging and students have difficulty acquiring a coherent cognitive mental model of abstract concepts such as DNA, bacteria and enzymes. Here we investigated students' mental models of genetics through analysis and interpretation of the discourse that took place while high-school students practised hands-on molecular biology experiments in the laboratory. The lab activity focused on DNA manipulations showing the link between gene and phenotype. The activity was conducted in a unique outreach laboratory setting, entitled Teacher-Led Outreach Laboratories (TLOL). In this setting, the high-school biology teachers themselves teach their students at our institute's laboratories, in contrast to most outreach laboratories in which academic personnel teach visiting classes. Written questionnaires, aimed at probing students' (12th-graders, n = 181) conceptions, were handed to the students before and immediately following the laboratory activity. The results demonstrated that before the activity, the students have inaccurate mental models which are physical copies of the images they were exposed to during their studies. The students' mental models of DNA and bacteria improved significantly following the activity, as did their procedural understanding of DNA manipulations. Thus, the lab activity in the framework of TLOL promotes high-school students' comprehension of concepts in molecular genetics. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10