超越学科范围和顺序:考虑学生认知

IF 0.3 4区教育学 Q4 BIOLOGY

American Biology Teacher Pub Date : 2010-09-01 DOI:10.1525/ABT.2010.72.7.2

R. Duncan, Aaron D. Rogat

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引用次数: 2

摘要

以下是对Michael Dougherty(2010)最近一篇关于改革遗传学教育的社论的评论。多尔蒂恰当地指出了遗传学教学的一些挑战，以及学生在这一领域面临的概念障碍。我们同意学生对遗传学有许多误解，并且倾向于对遗传现象进行决定论的思考。由于大多数遗传现象是复杂的，涉及多个基因，并受环境因素的影响，学生对遗传学的认识往往不足。我们也同意目前遗传学课程的范围和顺序未能加深学生的理解。然而，多尔蒂建议将遗传学课程倒置，让学生首先学习连续或复杂的特征，然后……

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Beyond Disciplinary-Based Scope & Sequence: Taking Student Cognition into Account

The following is a comment on a recent editorial on reforming genetics education by Michael Dougherty (2010). Dougherty properly pointed out some of the challenges of teaching genetics and the conceptual obstacles students face in this domain. We agree that students harbor many misconceptions about genetics and tend to think deterministically about genetic phenomena. Given that most genetic phenomena are complex, involve multiple genes, and are influenced by environmental factors, students' understanding of genetics is often inadequate. We also agree that the current scope and sequence of the genetics curriculum has failed to deepen students' understanding. However, Dougherty's suggestion to invert the genetics curriculum, such that students first learn about continuous or complex traits and then …

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来源期刊

American Biology Teacher BIOLOGY-EDUCATION, SCIENTIFIC DISCIPLINES

CiteScore

0.80

自引率

20.00%

发文量

108

期刊介绍： The American Biology Teacher is an award winning and peer-refereed professional journal for K-16 biology teachers. Articles include topics such as modern biology content, biology teaching strategies for both the classroom and laboratory, field activities, and a wide range of assistance for application and professional development. Each issue features reviews of books, classroom technology products, and "Biology Today." Published 9 times a year, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.