dc.contributor.advisor |
BouJaoude, Saouma |
dc.contributor.author |
Farhat, Hour Al Ain |
dc.date.accessioned |
2020-09-22T15:11:17Z |
dc.date.available |
2020-09-22T15:11:17Z |
dc.date.issued |
9/22/2020 |
dc.identifier.uri |
http://hdl.handle.net/10938/21965 |
dc.description |
Amin, Tamer
Khishfe, Rola |
dc.description.abstract |
The purpose of this study was to first, identify year 1 International Baccalaureate (IB)
students’ misconceptions in genetics, and then investigate the effect of instruction that
integrates the macro, micro, and symbolic representations and ontological aspects on
addressing the identified misconceptions. The study aimed to answer the following
research questions in particular: (1) What misconceptions do year 1 Diploma Program
(DP1) students have regarding genetics? (2) What is the influence of a modified
multiple level representation type of instruction that integrates the ontological aspect on
the understanding and learning of the students? Twenty-three students from one class
section in an American school in Kuwait participated in the study. The study used a
qualitative design in the form of a case study. Participating students were chosen based
on who consented to be part of the study from the DP1 class. The instruction lasted
throughout the genetics unit which was around five weeks. The researcher was the
teacher of the section that participated in this study. The instruction was centered on an
ontological macro-micro-symbolic teaching approach that (1) focused on the interplay
between the macroscopic, the microscopic, and the symbolic levels, (2) integrated the
ontological aspects of concepts. Data sources for the study included a Genetics Literacy
Assessment Items (GLAI) Test, a two-tier questionnaire, an extended response question
(ERQ) and interviews to identify students’ misconceptions, and two more consecutive
GLAI tests, another two-tier questionnaire, 3 consecutive ERQs, and 3 consecutive
interviews to evaluate the change of students’ conceptual understanding of genetics.
Pretest results indicated that students exhibited difficulties related to the transitions
between particularly the macro and the micro levels and the ontology of genes. The
consecutive tests showed that the students maintained these difficulties. This was
largely due to the COVID-19 pandemic that happened when the study was being
implemented and which impacted the duration of the study and the engagement of the
students. However, the results of the study provide insight on implications for
instruction in general and online instruction more specifically, curriculum development,
and teacher education programs as well as recommendations for further research. |
dc.language.iso |
en |
dc.title |
MICRO-MACRO-SYMBOLIC INSTRUCTION TO ADDRESS STUDENTS’ CONCEPTUAL CHALLENGES IN GENETICS |
dc.type |
Thesis |
dc.contributor.department |
Department of Education |
dc.contributor.faculty |
Faculty of Arts and Sciences |
dc.contributor.institution |
American University of Beirut |
dc.contributor.commembers |
Amin, Tamer |
dc.contributor.commembers |
Khishfe, Rola |