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Our main goal in this study was to explore whether the use of models in molecular genetics instruction in high school can contribute to students' understanding of concepts and processes in genetics. Three comparable groups of 11th and 12th graders participated: The control group (116 students) was taught in the traditional lecture format, while the others received instructions which integrated a bead model (71 students), or an illustration model (71 students). Similar instructions and the same guiding questions accompanied the two models. We used three instruments: a multiple‐choice and an open‐ended written questionnaire, as well as personal interviews. Five of the multiple‐choice questions were also given to students before receiving their genetics instruction (pretest). We found that students who used one of the two types of models improved their knowledge in molecular genetics compared to the control group. However, the open‐ended questions revealed that bead model activity was significantly more effective than illustration activity. On the basis of these findings we conclude that, though it is advisable to use a three‐dimensional model, such as the bead model, engaging students in activities with illustrations can still improve their achievement in comparison to traditional instruction. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 500–529, 2006 相似文献
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Yosi Rotbain Gili Marbach-Ad Ruth Stavy 《Journal of Science Education and Technology》2008,17(1):49-58
We present an active way to use a computer animation in secondary molecular genetics class. For this purpose we developed
an activity booklet that helps students to work interactively with a computer animation which deals with abstract concepts
and processes in molecular biology. The achievements of the experimental group were compared with those of a control group
by means of a written questionnaire, which the students received right after the molecular genetics instruction. Analysis
of the post-test showed that the mean score of the experimental group was significantly higher than the mean score of the
control group. This positive trend was also reflected in personal interviews. 相似文献
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Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh‐ and twelfth‐grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple‐choice questionnaire; an open‐ended, written questionnaire; and personal interviews. Five of the multiple‐choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open‐ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 273–292, 2008 相似文献
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