Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7461
Title: On the Impact of Differing Content Progressions in Genetics on Modeling Practices
Authors: Cavera, Veronica L.
Duncan, Ravit Golan
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Cavera, V. L. & Duncan, R. G. (2021). On the Impact of Differing Content Progressions in Genetics on Modeling Practices. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 163-170). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Learning progressions present hypothetical pathways for learning concepts. Some progressions focus on instructional order while others focus on content. One of the open questions in the field attends to the interaction of content and practice. We investigated this interaction in genetics by: (1) comparing the order in which students access core genetics concepts, and (2) comparing the order of progressions in concert with model practices. We discuss data from model construction tasks in a modeling-based unit in genetics. In this instruction, 11th grade students (n = 271) were provided five weeks of molecular genetics (n = 127) or classical genetics (n = 144), provided an assessment, which included the model construction task, and then moved to the alternate task. We present data from each of the modeling tasks. While students leveraged roughly the same amount of evidence in both conditions, how students used evidence differed in the two instructional conditions.
URI: https://doi.dx.org/10.22318/icls2021.163
https://repository.isls.org//handle/1/7461
Appears in Collections:ISLS Annual Meeting 2021

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