Strategies for model‐revision in a high school genetics classroom

Bibliographic Data

ID18953693
AuthorsElizabeth A Finkel, Elizabeth Finkel (University of Michigan, corresponding author), Jim Stewart (0000-0003-4753-5224, University of Wisconsin–Madison)
Year1994
Volume1
Issue3
Pages168-195
Publication date1994-06-01
Open AccessNo
TypeARTICLE
VenueMind Culture and Activity (JOURNAL)
Journal identifiersISSN: 1074-9039 • E-ISSN: 1532-7884
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10749039409524668
OpenAlexW2010543015
LanguageEN
References cited20

Recent proposals to improve science education (e.g., AAAS, 1989; Rutherford & Ahlgren, 1990) have stressed the importance of providing high school students with a broad knowledge base consisting of a body of core concepts and theories. Science educators (Duschl, 1990; AAAS, 1989; Peterson & Jungck, 1988) have also argued that while concepts are an important part of any education, no student's scientific education can be considered complete without a complementary knowledge of the nature of science, including an understanding of the tentative nature of scientific knowledge and how it is constructed. In this paper we describe a science classroom in which students are given opportunities to construct and use scientific knowledge to solve realistic genetics problems, and suggest that allowing students to engage in the production of scientific knowledge can support science learning

Biology · Computational biology · Evolutionary biology · Mathematics education · Computer Science · Diverse Educational Innovations Studies · Genetics, Bioinformatics, and Biomedical Research · Psychology · Science Education and Pedagogy · Genetics

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