Literaturnachweis - Detailanzeige
| Autor/inn/en | Cartier, Jennifer L.; Stewart, Jim; Zoellner, Brian |
|---|---|
| Titel | Modeling and Inquiry in a High School Genetics Class |
| Quelle | In: American Biology Teacher, 68 (2006) 6, S.334-340 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-7685 |
| Schlagwörter | Causal Models; Curriculum Development; Genetics; Science Education; High School Students; Inquiry |
| Abstract | In this article, the authors discuss their belief in organizing curricula around sets of causal models in order to provide students with opportunities not only to learn about the subject matter of particular disciplines, but also about how scientific knowledge is generated and justified. They describe a nine-week genetics course for high school juniors and seniors that led to students understanding core genetic models and the iterative nature of scientific inquiry, the tentativeness of specific knowledge claims (and why they should be considered tentative), and the degree to which scientists rely on empirical data as well as broader conceptual commitments to assess models and to direct future inquiries. Working with diverse data, students create, use, revise, and assess causal models and related explanations. Through their inquiries, students develop a more sophisticated understanding of genetic models as well as how models are generated and justified. (Contains 2 footnotes and 3 figures.) (ERIC). |
| Anmerkungen | National Association of Biology Teachers. 12030 Sunrise Valley Drive #110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail: publication@nabt.org; Web site: http://www.nabt.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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