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Solving Problems in Genetics, Part III: Change in the View of the Nature of Science

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Title: Solving Problems in Genetics, Part III: Change in the View of the Nature of Science
Language: English
Authors: Ibanez-Orcajo, M. Teresa, Martinez-Aznar, M. Mercedes
Source: International Journal of Science Education. May 2007 29(6):747-769.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 23
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Scientific Principles, Investigations, Experimental Groups, Genetics, Control Groups, Science Education, Science Instruction, Problem Solving, Methods, Behavioral Objectives, Science and Society, Models, Epistemology, Hypothesis Testing, Questionnaires, Secondary School Students
Geographic Terms: Spain
DOI: 10.1080/09500690600855369
ISSN: 0950-0693
Abstract: Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth-level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem-solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science-Technology-Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. (Contains 5 tables.)
Abstractor: Author
Number of References: 65
Entry Date: 2007
Accession Number: EJ764435
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
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  Data: 10.1080/09500690600855369
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  Data: Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth-level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem-solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science-Technology-Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. (Contains 5 tables.)
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      – SubjectFull: Problem Solving
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      – SubjectFull: Spain
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      – TitleFull: Solving Problems in Genetics, Part III: Change in the View of the Nature of Science
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