This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in…

Though we have advocated explicit argumentation instruction in science classes for decades, daily instructions are still found insufficient in improving students' argumentation competence. It is therefore important to explore effective instructional strategies through classroom research. This paper compares instructional strategies for classroom…

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is…

Though argumentation is a key component of scientific knowledge construction practices, it rarely occurs in classrooms worldwide. Moreover, related literature in the context of genetics and evolution learning primarily addresses them separately. In contrast, this paper is part of broader research on genetics and evolution instruction taught…

When asked about protein, students often mention meat, protein bars, and protein's role in building muscles. Many students are not aware of the most basic function of protein: linking genes and traits. Because of its importance in molecular genetics, protein function is included in the life sciences section of the "Next Generation Science…

Deoxyribonucleic acid (DNA) is life's most amazing molecule. It carries the genetic instructions that almost every organism needs to develop and reproduce. In the human genome alone, there are some three billion DNA base pairs. The most difficult part of teaching DNA structure, however, may be getting students to visualize something as small as a…

This article describes revisions to four of the eight constructs of the Duncan molecular genetics learning progression [Duncan, Rogat, & Yarden, (2009)]. As learning progressions remain hypothetical models until validated by multiple rounds of empirical studies, these revisions are an important step toward validating the progression. Our…

This study investigates the effect of a conceptual change approach over traditional instruction on students' understanding of DNA, gene and chromosome concepts. 52 10th grade students belonging two different classes participated the study. One of the classes was assigned randomly to the control group, and the other class was assigned randomly to…

High school biology teachers face many challenges as they teach evolution. State standards for evolution may provide support for sound evolution instruction. This study attempts to build upon previous work by investigating teachers' views of evolution standards and their evolution practices in a state where evolution standards have been…

Background and Purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of…

Nowadays, outreach labs are important informal learning environments in science education. After summarizing research to goals outreach labs focus on, we describe our evidence-based gene technology lab as a model of a research-driven outreach program. Evaluation-based optimizations of hands-on teaching based on cognitive load theory (additional…

The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio-scientific issues and whether this process improves their conceptual understanding of science. The purpose of this research was to explore the impact of classroom-based argumentation on…

One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact…

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a…

Although many research studies report students' Lamarckian misconceptions, only a few studies present learning and teaching strategies that focus on the successful development of the concept of natural selection. The learning and teaching strategy for upper secondary students (aged 15-16) presented in this study conducted in The Netherlands is…