How pupils use a model for abstract concepts in genetics

Article


Venville, Grady and Donovan, Jenny. 2008. "How pupils use a model for abstract concepts in genetics." Journal of Biological Education. 43 (1), pp. 6-14. https://doi.org/10.1080/00219266.2008.9656143
Article Title

How pupils use a model for abstract concepts in genetics

ERA Journal ID20635
Article CategoryArticle
AuthorsVenville, Grady (Author) and Donovan, Jenny (Author)
Journal TitleJournal of Biological Education
Journal Citation43 (1), pp. 6-14
Number of Pages9
Year2008
PublisherTaylor & Francis
Place of PublicationPhiladelphia, PA. United States
ISSN0021-9266
2157-6009
Digital Object Identifier (DOI)https://doi.org/10.1080/00219266.2008.9656143
Web Address (URL)http://www.tandfonline.com/doi/abs/10.1080/00219266.2008.9656143#.U9SL6_mSySo
Abstract

The purpose of this research was to explore the way pupils of different age groups use a model to understand abstract
concepts in genetics. Pupils from early childhood to late adolescence were taught about genes and DNA using an analogical model (the wool model) during their regular biology classes. Changing conceptual understandings of the concepts of gene and DNA as a result of the teaching that incorporated the model were investigated. The research design was a multiple case study enacted in four classes (Year 2, Year 5, Year 9 and Year 12). In each class, the teacher used the same wool model to engage pupils in learning about genes and DNA. The results suggest that the role of the wool model was largely determined by the pupils' prior knowledge. The model was malleable and had multiple roles in the teaching and learning process that reflected the pupils' developing conceptual understandings about genes and DNA.

Keywordsanalogical model; genetics; conceptual development
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
390304. Primary education
461199. Machine learning not elsewhere classified
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsUniversity of Western Australia
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q2844/how-pupils-use-a-model-for-abstract-concepts-in-genetics

  • 1706
    total views
  • 19
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Children versus curriculum: who wins?
Haeusler, Carole, Donovan, Jennifer and Venville, Grady. 2020. "Children versus curriculum: who wins?" Donovan, Jennifer, Trimmer, Karen and Flegg, Nicholas (ed.) Curriculum, schooling and applied research: challenges and tensions for researchers. Cham, Switzerland. Palgrave Macmillan. pp. 143-164
Educational innovation: challenges of conducting and applying research in schools
Trimmer, Karen, Donovan, Jennifer and Flegg, Nicholas. 2020. "Educational innovation: challenges of conducting and applying research in schools." Donovan, Jennifer, Trimmer, Karen and Flegg, Nicholas (ed.) Curriculum, schooling and applied research: challenges and tensions for researchers. Cham, Switzerland. Palgrave Macmillan. pp. 1-17
Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates
Mahmoud, Kheder, Arden, Catherine and Donovan, Jennifer. 2020. "Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates." Al Mahdi, Osama (ed.) Innovations in educational leadership and continuous teachers’ professional development. India. CSMFL Publications.
Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory
Haeusler, Carole and Donovan, Jennifer. 2020. "Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory." Research in Science Education. 50 (1), pp. 23-52. https://doi.org/10.1007/s11165-017-9679-2
Master teachers as leaders in school-based action research
Trimmer, Karen, Donovan, Jennifer, Findlay, Yvonne S. and Mohamed, Kamariah. 2017. "Master teachers as leaders in school-based action research." Leading and Managing. 23 (2), pp. 1-12.
Searching for scientific Mozarts: get em' while they're young
Donovan, Jennifer, Haeusler, Carole and Stewart, Ian. 2013. "Searching for scientific Mozarts: get em' while they're young." The Conversation. 18 June 2013, pp. 1-4.
You catch criminals with DNA: what kids know (and don't know) about genetics
Donovan, Jennifer. 2013. "You catch criminals with DNA: what kids know (and don't know) about genetics." The Conversation. 16 May 2013, pp. 1-4.
Online professional development for Australian science teachers: developing and deploying a curriculum evaluation model
Spence, Karen, Donovan, Jennifer and Danaher, P. A.. 2016. "Online professional development for Australian science teachers: developing and deploying a curriculum evaluation model." Kennepohl, Dietmar K. (ed.) Teaching science online: practical guidance for effective instruction and lab work. Sterling, Virginia, United States. Stylus Publishing. pp. 210-222
Margins for error: a discussion of barriers preventing the connection of mainstream and margins when conducting in-school research
Donovan, Jennifer. 2015. "Margins for error: a discussion of barriers preventing the connection of mainstream and margins when conducting in-school research." Trimmer, Karen, Black, Alison L. and Riddle, Stewart (ed.) Mainstreams, margins and the spaces in-between: new possibilities for education research. Abingdon, Oxford. Routledge. pp. 223-238
The influence of the mass media on Australian primary students' understandings of genes and DNA
Donovan, Jennifer. 2014. The influence of the mass media on Australian primary students' understandings of genes and DNA. PhD Thesis Doctor of Philosophy. University of Western Australia.
Developing scientific literacy: introducing primary aged children to atomic-molecular theory
Donovan, Jennifer and Haeusler, Carole. 2015. "Developing scientific literacy: introducing primary aged children to atomic-molecular theory." de Silva, Eugene (ed.) Cases on research-based teaching methods in science education. Hershey, PA. United States. IGI Global. pp. 30-63
Blood and bones: the influence of the mass media on Australian primary school children’s understandings of genes and DNA
Donovan, Jennifer and Venville, Grady. 2014. "Blood and bones: the influence of the mass media on Australian primary school children’s understandings of genes and DNA." Science and Education. 23 (2), pp. 325-360. https://doi.org/10.1007/s11191-012-9491-3
Exploring the influence of the mass media on primary students' conceptual understanding of genetics
Donovan, Jennifer and Venville, Grady. 2012. "Exploring the influence of the mass media on primary students' conceptual understanding of genetics." Education 3-13: the professional journal for primary education. 40 (1), pp. 75-95. https://doi.org/10.1080/03004279.2012.635058
Is persistence taught or caught?: two contrasting case studies in the context of first year university teaching
Huntly, Helen and Donovan, Jenny. 2010. "Is persistence taught or caught?: two contrasting case studies in the context of first year university teaching." The International Journal of Learning. 17 (1), pp. 411-420.
Developing academic persistence in first year tertiary students: a case study
Huntly, Helen and Donovan, Jenny. 2009. "Developing academic persistence in first year tertiary students: a case study." Studies in Learning Evaluation Innovation and Development. 6 (1), pp. 1-14.
Supporting the development of persistence: strategies for teachers of first year undergraduate students
Huntly, Helen and Donovan, Jenny. 2009. "Supporting the development of persistence: strategies for teachers of first year undergraduate students." International Journal of Teaching and Learning in Higher Education. 21 (2), pp. 210-220.