Using learning progressions to enhance Lebanese Students Understanding of complex genetics

النوع : Mémoire

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.