Moodelly, Sheyne;
Reiss, Michael;
Rumjaun, Anwar;
(2023)
Unpacking procedural and conceptual difficulties of grade 13 students in solving problems in genetics crosses (Moodelly et al).
School Science Review
, 105
(389)
pp. 25-31.
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Abstract
This study examines the procedural and conceptual difficulties experienced by biology students when solving genetics cross problems related to inheritance. A qualitative case study was used and data were gathered from grade 13 (age 18) biology students in Mauritius. Initially, students who engaged in four problem-solving exercises were observed and their work was collected and analysed to elucidate their procedural difficulties. Then, individual semi-structured interviews were undertaken with the students. The results show that most students found it difficult to connect the various levels at which genetics can be understood (molecular, microscopic, macroscopic and symbolic). This severely hampered their understanding of genetics and their ability to answer correctly questions to do with genetics crosses. Suggestions are made as to how this might be remedied.
| Type: | Article |
|---|---|
| Title: | Unpacking procedural and conceptual difficulties of grade 13 students in solving problems in genetics crosses (Moodelly et al) |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/resources/school-science-re... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10184518 |
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