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Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory

Year 2012, Volume: 2 Issue: 1, 1 - 31, 01.06.2012

Abstract

References

  • American Association for the Advancement of Science. (2001). Atlas of science literacy. New York: Oxford University Press.
  • Banet, E. & Ayuso, E. (2000). Teaching Genetics at Secondary School: A Strategy for Teaching about the Location of Inheritance Information. Science Education 84 (3), 313- 351.
  • Berthelsen, B. (1999). Students Naïve Conceptions in Life Science. The Michigan Science Teachers Association Journal, 44(1), 13-19.
  • Clough, E. E., & Wood-Robinson, C. (1985). Children‘s understanding of inheritance. Journal of Biological Education, 19(4), 305-310.
  • Collins, A., & Stewart, J. H. (1989). The knowledge structure of Mendelian genetics. The American Biology Teacher, 51, 143–149.
  • Duncan, R. G. & Reiser, B.J., (2007). Reasoning Across Ontologically Distinct Levels: Students‘ Understandings of Molecular Genetics. Journal of Research in Science Teaching.
  • Duncan, R. G., Rogat, A. D., & Yarden, A. (2009). A learning progression for deepening students‘ understandings of modern genetics. Journal of Research in Science Teaching, 46(6), 655-674.
  • Duncan, R. G., & Tseng, K. A. (2010). Designing project-based instruction to foster generative and mechanistic understandings in genetics. Science Education, 95(1) 21-56.
  • Fisher, K. M. & Moody, D. E., (2000). Student Misconceptions in Biology. In K. M. Fisher, J. H. Wandersee and D. E. Moody. Mapping Biology Knowledge (pp. 55-75). Kluwer Acadamic Publishers
  • Kara, Y. & Yesilyurt, S. (2008). Comparing the Impacts of Tutorial and Edutainment Software
  • Programs on Students‘ Achievements, Misconceptions, and Attitudes towards Biology. Journal of Science Education and Technology 17:32–41
  • Kargbo, D. B., Hobbs, D., & Erickson, G. L. (1980). Children‘s beliefs about inherited characteristics. Journal of Biological Education, 14(2), 137-146.
  • Lewis, J. & Kattmann, U. (2004). Traits, genes, particles and information: re-visiting students' understandings of Genetics. International Journal of Science Education, 26(2), 195- 206.
  • Lewis, J., Leach, J., & Wood-Robinson, C. (2000). What‘s in a cell?—young people‘s understanding of the genetic relationship between cells within an individual. Journal of Biological Education, 34(3), 129-132.
  • Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance-do students see any relationship? International Journal of Science Education,
  • Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
  • Linn, M. C. (2006). The Knowledge Integration Perspective on Learning and Instruction. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 243-264). New York: Cambridge University Press.
  • Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Erlbaum.
  • Linn, M. C., Eylon, B. S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 73-83). Mahwah, NJ: Erlbaum.
  • Linn, M. C., & Hsi, S. (2000). Computers, Teachers, Peers: Science Learning Partners. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M. C., Lee, H.S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration. Science, 313, 1049-1050.
  • Linn, M. C., & Slotta, J. D. (2000). WISE science. Educational Leadership, 58(2): 29-32.
  • Martin Richards (2000). Jack Tizard Memorial Lecture: Children's Understanding of Inheritance and Family. Child Psychology and Psychiatry Review, 5, pp 2-8
  • McNeill, K. L. & Krajcik, J., (2006). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M & Shah, P (Eds.) Thinking with Data: the Proceedings of the 33rd Carnegie Symposium on Cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • McNeill, K. L. & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers‘ instructional practices on student learning. Journal of Research in Science Teaching, 45(1), 53-78.
  • McNeill, K. L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. The Journal of the Learning Sciences,
  • McNeill, K. L. Lizotte, D.J., Krajcik, J., & Marx, R.W. (2006). Supporting students‘ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences. 15(2), 153-191.
  • Moje, E. B., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse.Reading Research Quarterly, 39(1), 38-71.
  • Moore, J. A. (1993). Science as a way of knowing: The foundations of modern biology. Cambridge, MA, Harvard University Press.
  • Nelkin, D., & Lindee, M. S. (2004). The DNA mystique: The gene as a cultural icon. Michigan: The University of Michigan Press.
  • Quintana, C., Reiser, B., Davis, E. A., Krajcik, J., Fretz, E., Golan, R, Kyza, E., Edelson, D. & Soloway, E. (2004). A scaffolding design framework for designing educational software. The Journal of the Learning Sciences, 13(3), 337-386.
  • Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Erlbaum.
  • Slack, S. J., & Stewart, J. H. (1990). High school students‘ problem-solving performance on realistic genetics problems. Journal of Research in Science Teaching, 27, 55– 67.
  • Stewart, J. H. (1982). Difficulties experienced by high school students when learning basic Mendelian genetics. The American Biology Teacher, 44, 80–84, 89.
  • Trumbo, S. (2000). Introducing students to the genetic information age. The American Biology Teacher, 62(4), 259– 261.
  • Tsui, C-Y. & Treagust, D. F., (2007). Understanding Genetics: Analysis of Secondary Students‘ Conceptual Status. Journal of Research in Science Teaching, 44(2), 205- 235.
  • Venville, G., Gribble, S. J. & Donovan, J. (2005). An Exploration of Young Children‘s Understandings of Genetics Concepts from Ontological and Epistemological Perspectives. Science Education, 89, 614– 633.
  • Venville, G., & Treagust, D.F. (1998). Exploring conceptual change in genetics using multidimensional interpretive framework. Journal of Research in Science Teaching, 35, 1031-1055.
  • Wandersee, J. H. & Fisher, K. M. (2000). Knowing Biology. In K. M. Fisher, J. H. Wandersee & D. E. Moody (Eds.), Mapping Biology Knowledge (pp. 39-54). Dordrecht: Kluwer.
  • Wandersee, J. H., Fisher, K. M. & Moody, D. E. (2000). Knowing Biology. In K. M. Fisher, J. H. Wandersee & D. E. Moody (Eds.), Mapping Biology Knowledge (pp. 25-37). Dordrecht: Kluwer.
  • Authors (in press). From Phenotype to Genotype: Exploring Middle School Students‘ Understandings of Genetic Inheritance in a Web-based Environment The American Biology Teacher.
  • Wood-Robinson, C. (1994). Young people‘s ideas about inheritance and evolution. Studies in Science Education, 24, 29-47.
  • Wood-Robinson, C., Lewis, J. & and Leach, J. (2000). Young people's understanding of the nature of genetic information in the cells of an organism. Journal of Biological Education, 35(1), 29-36.
Year 2012, Volume: 2 Issue: 1, 1 - 31, 01.06.2012

Abstract

References

  • American Association for the Advancement of Science. (2001). Atlas of science literacy. New York: Oxford University Press.
  • Banet, E. & Ayuso, E. (2000). Teaching Genetics at Secondary School: A Strategy for Teaching about the Location of Inheritance Information. Science Education 84 (3), 313- 351.
  • Berthelsen, B. (1999). Students Naïve Conceptions in Life Science. The Michigan Science Teachers Association Journal, 44(1), 13-19.
  • Clough, E. E., & Wood-Robinson, C. (1985). Children‘s understanding of inheritance. Journal of Biological Education, 19(4), 305-310.
  • Collins, A., & Stewart, J. H. (1989). The knowledge structure of Mendelian genetics. The American Biology Teacher, 51, 143–149.
  • Duncan, R. G. & Reiser, B.J., (2007). Reasoning Across Ontologically Distinct Levels: Students‘ Understandings of Molecular Genetics. Journal of Research in Science Teaching.
  • Duncan, R. G., Rogat, A. D., & Yarden, A. (2009). A learning progression for deepening students‘ understandings of modern genetics. Journal of Research in Science Teaching, 46(6), 655-674.
  • Duncan, R. G., & Tseng, K. A. (2010). Designing project-based instruction to foster generative and mechanistic understandings in genetics. Science Education, 95(1) 21-56.
  • Fisher, K. M. & Moody, D. E., (2000). Student Misconceptions in Biology. In K. M. Fisher, J. H. Wandersee and D. E. Moody. Mapping Biology Knowledge (pp. 55-75). Kluwer Acadamic Publishers
  • Kara, Y. & Yesilyurt, S. (2008). Comparing the Impacts of Tutorial and Edutainment Software
  • Programs on Students‘ Achievements, Misconceptions, and Attitudes towards Biology. Journal of Science Education and Technology 17:32–41
  • Kargbo, D. B., Hobbs, D., & Erickson, G. L. (1980). Children‘s beliefs about inherited characteristics. Journal of Biological Education, 14(2), 137-146.
  • Lewis, J. & Kattmann, U. (2004). Traits, genes, particles and information: re-visiting students' understandings of Genetics. International Journal of Science Education, 26(2), 195- 206.
  • Lewis, J., Leach, J., & Wood-Robinson, C. (2000). What‘s in a cell?—young people‘s understanding of the genetic relationship between cells within an individual. Journal of Biological Education, 34(3), 129-132.
  • Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance-do students see any relationship? International Journal of Science Education,
  • Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
  • Linn, M. C. (2006). The Knowledge Integration Perspective on Learning and Instruction. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 243-264). New York: Cambridge University Press.
  • Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Erlbaum.
  • Linn, M. C., Eylon, B. S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 73-83). Mahwah, NJ: Erlbaum.
  • Linn, M. C., & Hsi, S. (2000). Computers, Teachers, Peers: Science Learning Partners. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M. C., Lee, H.S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration. Science, 313, 1049-1050.
  • Linn, M. C., & Slotta, J. D. (2000). WISE science. Educational Leadership, 58(2): 29-32.
  • Martin Richards (2000). Jack Tizard Memorial Lecture: Children's Understanding of Inheritance and Family. Child Psychology and Psychiatry Review, 5, pp 2-8
  • McNeill, K. L. & Krajcik, J., (2006). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M & Shah, P (Eds.) Thinking with Data: the Proceedings of the 33rd Carnegie Symposium on Cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • McNeill, K. L. & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers‘ instructional practices on student learning. Journal of Research in Science Teaching, 45(1), 53-78.
  • McNeill, K. L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. The Journal of the Learning Sciences,
  • McNeill, K. L. Lizotte, D.J., Krajcik, J., & Marx, R.W. (2006). Supporting students‘ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences. 15(2), 153-191.
  • Moje, E. B., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse.Reading Research Quarterly, 39(1), 38-71.
  • Moore, J. A. (1993). Science as a way of knowing: The foundations of modern biology. Cambridge, MA, Harvard University Press.
  • Nelkin, D., & Lindee, M. S. (2004). The DNA mystique: The gene as a cultural icon. Michigan: The University of Michigan Press.
  • Quintana, C., Reiser, B., Davis, E. A., Krajcik, J., Fretz, E., Golan, R, Kyza, E., Edelson, D. & Soloway, E. (2004). A scaffolding design framework for designing educational software. The Journal of the Learning Sciences, 13(3), 337-386.
  • Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Erlbaum.
  • Slack, S. J., & Stewart, J. H. (1990). High school students‘ problem-solving performance on realistic genetics problems. Journal of Research in Science Teaching, 27, 55– 67.
  • Stewart, J. H. (1982). Difficulties experienced by high school students when learning basic Mendelian genetics. The American Biology Teacher, 44, 80–84, 89.
  • Trumbo, S. (2000). Introducing students to the genetic information age. The American Biology Teacher, 62(4), 259– 261.
  • Tsui, C-Y. & Treagust, D. F., (2007). Understanding Genetics: Analysis of Secondary Students‘ Conceptual Status. Journal of Research in Science Teaching, 44(2), 205- 235.
  • Venville, G., Gribble, S. J. & Donovan, J. (2005). An Exploration of Young Children‘s Understandings of Genetics Concepts from Ontological and Epistemological Perspectives. Science Education, 89, 614– 633.
  • Venville, G., & Treagust, D.F. (1998). Exploring conceptual change in genetics using multidimensional interpretive framework. Journal of Research in Science Teaching, 35, 1031-1055.
  • Wandersee, J. H. & Fisher, K. M. (2000). Knowing Biology. In K. M. Fisher, J. H. Wandersee & D. E. Moody (Eds.), Mapping Biology Knowledge (pp. 39-54). Dordrecht: Kluwer.
  • Wandersee, J. H., Fisher, K. M. & Moody, D. E. (2000). Knowing Biology. In K. M. Fisher, J. H. Wandersee & D. E. Moody (Eds.), Mapping Biology Knowledge (pp. 25-37). Dordrecht: Kluwer.
  • Authors (in press). From Phenotype to Genotype: Exploring Middle School Students‘ Understandings of Genetic Inheritance in a Web-based Environment The American Biology Teacher.
  • Wood-Robinson, C. (1994). Young people‘s ideas about inheritance and evolution. Studies in Science Education, 24, 29-47.
  • Wood-Robinson, C., Lewis, J. & and Leach, J. (2000). Young people's understanding of the nature of genetic information in the cells of an organism. Journal of Biological Education, 35(1), 29-36.
There are 43 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Viola Manokore This is me

Michelle Williams This is me

Publication Date June 1, 2012
Published in Issue Year 2012 Volume: 2 Issue: 1

Cite

APA Manokore, V., & Williams, M. (2012). Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education, 2(1), 1-31.
AMA Manokore V, Williams M. Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education. June 2012;2(1):1-31.
Chicago Manokore, Viola, and Michelle Williams. “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”. International Journal Of Biology Education 2, no. 1 (June 2012): 1-31.
EndNote Manokore V, Williams M (June 1, 2012) Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education 2 1 1–31.
IEEE V. Manokore and M. Williams, “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”, International Journal Of Biology Education, vol. 2, no. 1, pp. 1–31, 2012.
ISNAD Manokore, Viola - Williams, Michelle. “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”. International Journal Of Biology Education 2/1 (June 2012), 1-31.
JAMA Manokore V, Williams M. Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education. 2012;2:1–31.
MLA Manokore, Viola and Michelle Williams. “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”. International Journal Of Biology Education, vol. 2, no. 1, 2012, pp. 1-31.
Vancouver Manokore V, Williams M. Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education. 2012;2(1):1-31.