On Gene Concepts and Teaching Genetics: Episodes from Classical Genetics
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| Title: | On Gene Concepts and Teaching Genetics: Episodes from Classical Genetics |
|---|---|
| Language: | English |
| Authors: | Burian, Richard M. |
| Source: | Science & Education. Feb 2013 22(2):325-344. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 20 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education |
| Descriptors: | Majors (Students), Genetics, War, Science Curriculum, Secondary School Science, College Science, Scientific Concepts, Teaching Methods, High Schools, History, Molecular Structure |
| DOI: | 10.1007/s11191-011-9367-y |
| ISSN: | 0926-7220 |
| Abstract: | This paper addresses the teaching of advanced high school courses or undergraduate courses for non-biology majors about genetics or history of genetics. It will probably be difficult to take the approach described here in a high school science course, although the general approach could help improve such courses. It would be ideal for a college course in history of genetics or a course designed to teach non-science majors how science works or the rudiments of the genetics in a way that will help them as citizens. The approach aims to teach the processes of discovery, correction, and validation by utilizing illustrative episodes from the history of genetics. The episodes are treated in way that should foster understanding of basic questions about genes, the sorts of techniques used to answer questions about the constitution and structure of genes, how they function, and what they determine, and some of the major biological disagreements that arose in dealing with these questions. The material covered here could be connected to social and political issues raised by genetics, but these connections are not surveyed here. As it is, to cover this much territory, the article is limited to four major episodes from Mendel's paper to the beginning of World War II. A sequel will deal with the molecularization of genetics and with molecular gene concepts through the Human Genome Project. |
| Abstractor: | As Provided |
| Number of References: | 89 |
| Entry Date: | 2013 |
| Accession Number: | EJ998606 |
| Database: | ERIC |
| Abstract: | This paper addresses the teaching of advanced high school courses or undergraduate courses for non-biology majors about genetics or history of genetics. It will probably be difficult to take the approach described here in a high school science course, although the general approach could help improve such courses. It would be ideal for a college course in history of genetics or a course designed to teach non-science majors how science works or the rudiments of the genetics in a way that will help them as citizens. The approach aims to teach the processes of discovery, correction, and validation by utilizing illustrative episodes from the history of genetics. The episodes are treated in way that should foster understanding of basic questions about genes, the sorts of techniques used to answer questions about the constitution and structure of genes, how they function, and what they determine, and some of the major biological disagreements that arose in dealing with these questions. The material covered here could be connected to social and political issues raised by genetics, but these connections are not surveyed here. As it is, to cover this much territory, the article is limited to four major episodes from Mendel's paper to the beginning of World War II. A sequel will deal with the molecularization of genetics and with molecular gene concepts through the Human Genome Project. |
|---|---|
| ISSN: | 0926-7220 |
| DOI: | 10.1007/s11191-011-9367-y |
