BibTex RIS Kaynak Göster

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

Yıl 2012, Cilt: 2 Sayı: 1, 1 - 31, 01.06.2012

Öz

Kaynakça

  • 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.
Yıl 2012, Cilt: 2 Sayı: 1, 1 - 31, 01.06.2012

Öz

Kaynakça

  • 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.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Viola Manokore Bu kişi benim

Michelle Williams Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 2 Sayı: 1

Kaynak Göster

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. Haziran 2012;2(1):1-31.
Chicago Manokore, Viola, ve Michelle Williams. “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”. International Journal Of Biology Education 2, sy. 1 (Haziran 2012): 1-31.
EndNote Manokore V, Williams M (01 Haziran 2012) Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory. International Journal Of Biology Education 2 1 1–31.
IEEE V. Manokore ve M. Williams, “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”, International Journal Of Biology Education, c. 2, sy. 1, ss. 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 (Haziran 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 ve Michelle Williams. “Middle School Students’ Reasoning about Biological Inheritance: Students’ Resemblance Theory”. International Journal Of Biology Education, c. 2, sy. 1, 2012, ss. 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.