The Public Understanding of Genetics - where next?

Turney, Jon

doi:10.1179/hrge.1.2.h6537147261pl215

Cited by 16 publications

(15 citation statements)

References 27 publications

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“…Several studies have reported that this difficulty is due to abstract nature of the concepts and the processes involved are not physically observable (Abimbola, 1998;Locke & McDermid, 2005;Richards & Ponder, 1996;Snowden & Green, 1994;Turney, 1995). Hence for better understanding of the concepts of membrane transport, visualization of chemical processes at molecular level is required (Johnstone & Mahmoud, 1980;Friedler et al, 1987;Westerbrook & Marek, 1991).…”

Section: Discussionmentioning

confidence: 99%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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Educators often struggle when teaching various membrane transport processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for learners and aid with long-term retention. The purpose of this study was to explore how far the use of computer animations in membrane transport instruction can contribute to pre-service teacher trainees' understanding of concepts and processes in membrane functions. Two comparable groups of first year pre-service teacher trainees participated: The control group (30 trainees) was taught in the traditional lecture format, while the experimental or animation group (32 trainees) received instructions which were integrated with computer animations. Four instruments were designed and used in the study: a closed form statement based questionnaire, a multiple choice questionnaire, an open ended questionnaire and personal interview. Analysis of the pre-test and post-test results showed that the experimental group had significantly higher scores than the control group. This trend was also reflected in personal interviews. This clearly indicates that computer animations have deepened the understanding of various concepts and processes of membrane transport of experimental group teacher trainees compared to that of control group. On the basis of these findings, it is concluded that animations can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. Therefore, it is recommended that the use of computer animation, a type of instructional mode which is capable of transforming students from passive receptacles of knowledge into active learners, should be used to teach Biology.

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Section: Discussionmentioning

confidence: 99%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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“…First let us consider evidence relating to the distribution of what Turney (1995a;1995b) refers to as the "genetic literacy" of the public. Genetic literacy encompasses the background knowledge citizens are able to draw upon in order to evaluate biotechnological applications.…”

Section: Knowledge and Attitudes To Biotechnologymentioning

confidence: 99%

Attitudes to biotechnology: Estimating the opinions of a better-informed public

Sturgis

Cooper

Fife‐Schaw

2005

New Genetics and Society

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“…Turney (1995), citado por Abril et al (2004), sugiere tres motivos principales para desarrollar la comprensión de la Genética: utilitario (aplicación de conocimientos científicos para su uso), democrático (aplicación de los conocimientos para debatir en sociedad) y cultural (logro de la sociedad moderna).…”

Section: Antecedentes De La Investigaciónunclassified

Conocimientos de los estudiantes de secundaria sobre herencia biológica: implicaciones para su enseñanza

González

Banet

2017

Rev_Eureka_ensen_divulg_cienc

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El presente estudio tiene como objetivo conocer las principales ideas de alumnos de educación secundaria en relación con la Herencia Biológica antes de estudiarla y comprobar si se modifican después de haber recibido una enseñanza del tema de manera tradicional. La población de estudio está formada por alumnos de 4º de ESO de un instituto de enseñanza secundaria de la Región de Murcia y el instrumento de recogida de información ha sido un cuestionario. Los resultados muestran que, en general, los estudiantes tienen conocimientos sobre contenidos elementales de Genética antes incluso de tener el primer contacto académico con ellos y que, si no son tenidos en cuenta, pueden dificultar sus aprendizajes. También ponen de manifiesto que algunas de estas ideas no se modifican sustancialmente después de estudiar los contenidos sobre Herencia Biológica. Las principales implicaciones educativas nos llevan a enfocar el proceso de enseñanza/aprendizaje de la Genética de manera que las actividades tengan en cuenta las ideas de los alumnos.Palabras clave: Ideas previas; aprendizaje; herencia biológica; educación secundaria. Knowledge of high school students on biological inheritance: implications for teachingThe objective of this investigation is to know the main ideas students of secondary education have in relation with Biological Inheritance before they study it and to check whether this knowledge changes after receiving a traditional teaching of the contents. The study population was formed by students from the 4th year of Secondary Education in a high school from Region of Murcia and the instrument for collecting information was a questionnaire. The results show that, in general, students have some prior knowledge about elementary contents of Genetics even before having the first academic contact with them. This can make learning difficult if it is not taken into account. Moreover, the results show that some of these ideas do not change substantially after they study the contents of Biological Inheritance. The main educational implications lead us to focus the teaching/learning process of Genetics in a way that the activities take into account the prior ideas of the students.Keywords: Previous ideas; learning; biological inheritance; secondary education.Para citar este artículo: Ruiz González C., Banet E. y López Banet L. (2017) IntroducciónLa enseñanza de la Herencia Biológica resulta básica para la alfabetización científica y tecnológica de los ciudadanos, ya que son numerosos los contextos sociales en los que la Genética es la protagonista: clonación de animales, alimentos transgénicos, enfermedades de origen genético… (Puigcerver e Íñiguez, 2013).Las ideas previas en relación con la Herencia Biológica de los seres vivos son condicionantes en el aprendizaje de conocimientos relacionados con la Genética, uno de los temas que plantea mayores dificultades en el proceso formal de enseñanza-aprendizaje de la biología (Abril, Mayoral y Muela, 2004). El docente ha de conocerlas y tenerlas en cuenta durante el proceso de en...

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The Public Understanding of Genetics - where next?

Cited by 16 publications

References 27 publications

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Attitudes to biotechnology: Estimating the opinions of a better-informed public

Conocimientos de los estudiantes de secundaria sobre herencia biológica: implicaciones para su enseñanza

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