Revising and assessing explanatory models in a high school genetics class:

Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance Susan K Johnson Primary Author mixed material bibliography Bagian Serial Science Education ind Indonesia Sumber artikel:Jurnal. Halaman: 463-480 In this paper we describe the model-revising problem-solving strategies of two groups of students (one ldquo successful rdquo one ldquo unsuccessful rdquo ) as they worked (in a genetics course we developed) to revise Mendel s simple dominance model to explain the inheritance of a trait expressed in any of four variations. The two groups described in this paper were chosen with the intent that the strategies that they employed be used to inform the design of model-based instruction. Differences were found in the groups abilities to recognize anomalous data use existing models as templates for revisions and assess revised models. copy 2002 Wiley Periodicals Inc. Sci Ed86 463 ndash 480 2002 Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10015 1. MODEL PEMBELAJARAN - EXPLANATORY 370.705 SCI UPT Perpustakaan UM Koleksi Bahan Pustaka Perpustakaan UM 2 -60975 2016-12-05 00:00:00 2016-12-05 00:00:00 machine generated