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Genetics instruction with history of science: nature of science learning

Kim, Sun Young

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2007, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This study explored the effect of history of genetics in teaching genetics and learning the nature of science (NOS). A quasi-experimental control group research design with pretests, posttests, and delayed posttests was used, combining qualitative data and quantitative data. Two classes which consisted of tenth grade biology students participated in this study. The present study involved two instructional interventions, Best Practice Instruction with History of Genetics (BPIw/HG) and Best Practice Instruction (BPI). The experimental group received the BPIw/HG utilizing various historical materials from the history of genetics, while the control group was not introduced to historical materials. Scientific Attitude Inventory II, Genetics Terms’ Definitions with Concept Mapping (GTDCM), NOS Terms’ Definitions with Concept Mapping (NTDCM), and View of Nature of Science (VNOS-C) were used to investigate students’ scientific attitude inventory, and their understanding of genetics as well as the NOS. The results showed that students’ scientific attitude inventory, and their understanding of genetics and the NOS were not statistically significantly different in the pretest (p>.05). After the intervention, the experimental group of students who received BPIw/HG demonstrated better understanding of the NOS. NTDCM results showed that the experimental group was better in defining the NOS terms and constructing a concept map (p<.01). In addition, the experimental group retained their understanding of the NOS two-months after the completion of the intervention, showing no statistically significant difference between the posttest and the delayed posttest of NTDCM (p>.05). Further, VNOS-C data indicated that a greater percentage of the experimental group than the control group improved their understanding of the NOS. However, the two groups’ understanding of genetics concepts did not show any statistically significant difference in the pretest, the posttest, and the delayed posttest (p>.05). This result implicated that allocating classroom time in introducing history of science neither helped nor hindered learning science content.
Karen Irving (Advisor)

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Citations

  • Kim, S. Y. (2007). Genetics instruction with history of science: nature of science learning [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186971775

    APA Style (7th edition)

  • Kim, Sun Young. Genetics instruction with history of science: nature of science learning. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1186971775.

    MLA Style (8th edition)

  • Kim, Sun Young. "Genetics instruction with history of science: nature of science learning." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186971775

    Chicago Manual of Style (17th edition)