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NUR AMANI BINTI ABDUL RANI

S-PM0181/13

PLG 537

PREPARED BY:

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INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

The Comparat ive Effects o f Predict ion /Discus sion -

Based Learning Cyc le, Conceptual Change Text and

Tradi t ional Instru ct ions on Student Understand ing o f

Genetics

by

Diba Yilmaz, Ceren Tekkaya & Semra Sungur (2011)

Middle East Techn ical Universi ty, An kara, Turkey

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INTRODUCTION

Genetics - one of the most important and difficult topics of science

to learn.

Major reasons of studentsincomplete understanding of genetics

concepts lie under :

i. the ontological differences between the levels

of genetics phenomena (Duncan & Reiser, 2007)

i. abstract nature of concepts (Law & Lee, 2004)

ii. relatedness of these concepts to different levels of

organizations(Marbach-Ad & Stavy, 2000).

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Individuals should have an understanding of basic concepts of

genetics in order to be effective scientific literate citizens in the

future.

Teaching strategies:

Prediction/Discussion-based Learning Cycle

(HPD-LC)

Conceptual Change Text (CCT)

Traditional Instruction (TI)

Cont.

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1. What is the effect of HPD-LC instruction, CCT

instruction, and traditional instruction on eight-grade

students understanding and retention of genetics

concepts?

2. Is there a change in students' understanding of

genetics across the three time periods: before theinstruction, after the instruction, and one month after

the instruction?

RESEARCH QUESTIONS

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PARTICIPANTS:

i. Sample81 Grade 8 (32 boys and 49 girls) students

ii. 3 intact classes of a public elementary school (urban area)

iii. Taughtsame teacher (25 years of teaching experience)

iv. Randomly assigned as a HPD-LC class (N=30), CCT class

(N=25) and TI class (N=26)

v. Statistically comparable in the terms of students age and

overall grade point average in science

METHOD

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STUDY DESIGN:

i. Quasi-experimental design-Non-equivalent control group

ii. Dependent variable: students understanding of the unit ofgenetics (Genetics Concept Test)

iii. Independent variable: time (Time 1, Time 2 and Time 3) and

mode of instruction (HPD-LC, CCT, and TI)

iv. The treatment conducted over 5-week period

v. The science lesson were offered as three 40- minute periods per

week (total of 600 minutes of instruction)

Cont.

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INSTRUMENTS:

i. The Genetics Concept Test(GCT)

ii. Assesses studentsunderstanding of basic concepts of genetics

iii. 15 multiple-choice items (one correct answer and three

distracters)

iv. Content validity determined by experts in biology education,science teacher and research assistant

v. The reliability coefficient was found to be 0.73 (Kuder-

Richardson Formula 20)

Cont.

http://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/GCT%20INSTRUMENT.doc

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TREATMENT:

PREDICTION/DISCUSSION-BASED LEARNING CYCLE

(HPD-LC) INSTRUCTION

i. Two lesson was developed (basic terminology of geneticsand passing of traits, Mendelian genetics and genetics

crosses)

CONCEPTUAL CHANGE TEXT (CCT) INSTRUCTION

i. Covering basic terminology of genetics, Mendelian

genetics, inheritance, and genetics crossesii. Prepared by 1stauthor

iii. Considering 4 condition proposed by Posner et al. (1982)

TRADITIONAL INSTRUCTION

Cont.

http://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/TI.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/TI.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/TI.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/TI.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/HPD-LC.dochttp://localhost/var/www/apps/conversion/tmp/scratch_7/CCT.doc

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Table 1: Descriptive Statistics

RESULT

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Table 2: Multiple comparisons of genetics

understanding by mode of instruction

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HPD-LC and CCT instructions promoted better understanding of

the genetics concepts compared with the TI.

HPD-LCAttributed to several reasons:

i. Problem sheets were designed to elicit students pre existing

conceptions

ii. Students were actively involved in the learning process and

constructed their own knowledge

iii. Student relate the newly learned concepts with each other andwith the existing one

iv. Students extend their newly constructed knowledge by

applying them to new situations

DISCUSSION

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CCTexplained as follows:

i. Were designed according to Posner et al (1982) four condition:

Dissatisfaction - students dissatisfied with their existing

knowledge

Intelligibility - students understand the meaning of the new

concept

Plausibility - students must find it believable

Fruitfulness - students can solve other problems using the

new concept

ii. Students were involved in activities that helped them revise

their prior knowledge and struggle with their misconception.

Cont.

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These findings are consistent with the numerous studies:

i. investigating the effectiveness of the learning cycle (e.g.

Barman et al., 1996; Lavoie, 1999; Marek et al., 1994Schneider & Renner, 1980) and conceptual text instruction

(e.g. Chambers & Andre, 1997; Wang & Andre, 1991) over TI

ii. (Lavoie, 1999) comparing the effects of HPD-LC and a

traditional learning cycle, HPD-LC was found to be moreeffective than the traditional learning cycle in improving

conceptual understanding.

Cont.

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i. sample size of each instructional group was small, ranging from

25 to 30

ii. the degree to which the teacher adhered to the exact treatment

designs on a daily basis is not known

iii. multiple-choice test administered in the study was not designed

specifically to diagnose students misconceptions

LIMITATIONS OF THE STUDY

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EDUCATIONAL IMPLICATIONS

i. Pre-service and in-service science teachers should be informed

about the usage, integration and importance of such strategies

ii. Curriculum developers should also consider these teaching

strategies while developing new science curricula in order to

increase students achievement in science learning.

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i. Findings of the present study indicated that when students

received appropriate instruction in helping them tounderstand relevant ideas, sound understanding of genetics

concepts could be achieved.

ii. The findings suggest the use of HPD-LC and CCT

instructions as alternatives to TI to enhance students

genetics understanding and retention.

CONCLUSION

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THANK YOU