Revising and Assessing Explanatory Models in a High School Genetics Class: A Comparison of Unsuccessful and Successful Performance

Science Education

Volumn 86, Issue 4, 2002, Pages 463-480

  Johnson, Susan K ^a   Stewart, Jim ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141957367     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.10015     Document Type: Article

References (20)

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3. Finkel, E. (1998). Learning science in an innovative genetics course. In M. A. Eisenhart & E. Finkel (Eds.), Women's science: Learning and succeeding from the margins (pp. 61-90). Chicago: University of Chicago Press.
4. Finkel, E., & Stewart, J. (1994). Strategies for model-revision in a high school genetics classroom. Mind, Culture, and Activity, 1(3), 168-195.
5. Hackling, M. (1984a). Expert and novice performance in solving genetic pedigree problems. Proceedings of the annual conference of the Australian Association for Research in Education, pp. 304-309.
6. Hackling, M. (1984b). A model of strategies used by experts to solve genetic pedigree problems. Proceedings of the 10th annual conference of the Western Australian Science Association, pp. 31-40.
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11. Johnson, S., & Stewart, J. (1990). Using philosophy of science in curriculum development: An example from high school genetics. International Journal of Science Education, 12(3), 297-307.
12. Jungck, J. R., & Calley, J. (1997). Genetics construction kit [Computer software]. In J. R. Jungck, P. Soderberg, J. Calley, N. Peterson, & J. Stewart (Eds.), The BioQUEST Library. College Park, MD: University of Maryland Press.
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14. Mendel, G. (1959). Experiments in plant hybridization. In J. A. Peters (Ed.), Classic papers in genetics (pp. 1-20). Englewood Cliffs, NJ: Prentice Hall. (Original work published in 1865)
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