Meio-Socks &amp; Other Genetic Yarns

Stavroulakis, Anthea M.

doi:10.2307/4451827

Cited by 4 publications

(1 citation statement)

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“…Wyn and Stegink (2000) proposed actively involving middle, high school and college students in the learning of mitosis by role-playing. Similarly, sock and yarn modeling can engage middle, high school, and college students in the lesson of meiosis (Stavroulakis, 2005). Locke and McDermid (2005) found undergraduate students responded well when engaged and activated in the manipulation of a pool of noodles which represented chromosomes and chromatids in mitosis.…”

Section: Introductionmentioning

confidence: 99%

Learning the process of the cell cycle in 13- and 14 year-olds

Strgar

2013

ABS

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The new biology curriculum introduced the teaching of mitosis to 13- and 14-year-olds students in Slovenia. Mitosis is a challenging topic for this age. In our study, we enrolled a sample group of 95 students to check if the method of teaching mitosis first described by Danieley (1990) could be effective for students of this age. Prior to the survey, the students had not yet dealt with the division of cells; most of them did not even know that all living organisms are made of cells. The results show that this method is effective; enrolled students used logical reasoning and were thus able to understand how the events in the cell cycle and the process of mitosis follow one another. The majority of students correctly arranged 15 drawings presenting the stages of the cell cycle after the lesson, and their knowledge retention was satisfactory. Incorrect placements of drawings did not show any typical mistakes in students thinking about the cell cycle that should create specific concerns for the biology teachers.

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Section: Introductionmentioning

confidence: 99%

Learning the process of the cell cycle in 13- and 14 year-olds

Strgar

2013

ABS

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Which Way Is Better? Comparison of Two Interactive Modeling Approaches for Teaching Meiosis in an Introductory Undergraduate Biology Course

Metzger

Yowler²

2019

The American Biology Teacher

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The processes of mitosis and meiosis are oft-cited and long-standing examples of concepts that are difficult for students to learn and understand. While there are many examples in the literature of “how-to-do-it,” innovative instructional approaches for teaching mitosis and meiosis, publications that include measurement of learning gains are fewer. Moreover, when measurement of learning gains are reported, the outcomes of innovative approaches are most often compared to outcomes from traditional lecture-format instruction. In contrast, this research compares two active-learning approaches to teaching meiosis through modeling in an introductory undergraduate biology course for health sciences majors. Items from the published, validated Meiosis Concept Inventory were used for pre- and post-instruction assessment. In addition, we collected data regarding student perceptions of the learning experience in each modeling scenario through two Likert-scale items and two free-response items. Overall, students demonstrated significant learning gains from pre- to post-assessment. We found no significant differences in performance on the posttest between the two modeling approaches, indicating that the selection of the modeling activity used to support student learning can be made on the basis of other criteria, such as instructor preference, physical classroom layout, or available supplies.

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