Using learning progressions to enhance Lebanese Students Understanding of complex genetics (Record no. 20416)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Osman, Enje Hasan
245 10 - TITLE STATEMENT
Title Using learning progressions to enhance Lebanese Students Understanding of complex genetics
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté des lettres
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 567 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to develop a genetics learning progression and a learning progression-driven genetics unit, and investigate the impact of the unit on student understanding of genetics. The study consisted of a descriptive phase followed by an intervention that used a quasi-experimental design with a designed-based research approach. The descriptive phase investigated students’ level of genetics understanding and evaluated the existing genetics curriculum. Questionnaires were administered to 729 students (grades 7-12) and 20 biology teachers followed by semi-structured interviews with a representative sample of students and teachers from both public and private schools. Data analysis revealed misconceptions in basic genetics concepts possibly caused by a genetics curriculum that is incoherent and that followed traditional teaching methods. Findings also revealed that the existing genetics curriculum lacks essential themes needed for the proper development of genetically-literate citizens. Data from the first phase were used to develop, implement and evaluate a learning progression and a learning progression-driven genetics unit which was validated by four biology teachers and implemented in one section of grade-9 classes while another section used the official biology textbook. Data came from pre-tests and post-tests, classroom observations, student focus groups and teacher questionnaires and interviews. Findings revealed that the learning progression-driven genetics unit was coherent and logically sequenced but did not improve student understanding of genetics. Causes for the results and implications to practice how the designed learning progression can be used to inform changes to curricula, assessment, and instruction to support and improve students’ learning of genetics are discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté des lettres - Branche 4
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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