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|Title:||Fifth and Seventh Graders' Patterns of Understanding About Cells and Heredity in a Technology-Enhanced Curriculum|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Cisterna, D., Williams, M., & Merritt, J. (2012). Fifth and Seventh Graders' Patterns of Understanding About Cells and Heredity in a Technology-Enhanced Curriculum. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 527-528). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||In this study, we explored fifth and seventh grade students' ideas about heredity- related concepts and described patterns of understanding for these topics in the context of technology-enhanced curricula. Analysis of embedded assessments shows students progressed to more sophisticated levels of understanding, especially by reviewing non-normative ideas and integrating new content to their previous understandings. Students tended to struggle in distinguishing genes, chromosomes, and DNA and in connecting cell division with traits' inheritance.|
|Appears in Collections:||ICLS 2012|
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