Titlebar

Export bibliographic data
Literature by the same author
plus on the publication server
plus at Google Scholar

 

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

DOI zum Zitieren der Version auf EPub Bayreuth: https://doi.org/10.15495/EPub_UBT_00005354
URN to cite this document: urn:nbn:de:bvb:703-epub-5354-3

Title data

Roth, Tamara ; Scharfenberg, Franz-Josef ; Mierdel, Julia ; Bogner, Franz X.:
Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory.
In: Journal of Science Education and Technology. Vol. 29 (2020) Issue 6 . - pp. 725-739.
ISSN 1573-1839
DOI der Verlagsversion: https://doi.org/10.1007/s10956-020-09848-2

[img]
Format: PDF
Name: Roth2020_Article_Self-evaluativeScientificModel.pdf
Version: Published Version
Available under License Creative Commons BY 4.0: Attribution
Download (954kB)

Abstract

The integration of scientific modeling into science teaching is key to the development of students’ understanding of complex scientific phenomena, such as genetics. With this in mind, we conducted an introductory hands-on module during an outreach gene technology laboratory on the structure of DNA. Our module examined the influence of two model evaluation variants on cognitive achievement: Evaluation 1, based on students’ hand-drawn sketches of DNA models and two open questions, and evaluation 2, based on students’ own evaluations of their models in comparison to a commercially available DNA model. We subsequently subdivided our sample (N = 296) into modellers-1 (n = 151) and modellers-2 (n = 145). Analyses of cognitive achievement revealed that modellers-2 achieved higher scores than modellers-1. In both cases, low achievers, in particular, benefitted from participation. Assessment of modellers-2 self-evaluation sheets revealed differences between self-evaluation and independent reassessment, as non-existent model features were tagged as correct whereas existent features were not identified. Correlation analyses between the models’ assessment scores and cognitive achievement revealed small-to-medium correlations. Consequently, our evaluation-2 phase impacted students’ performance in overall and model-related cognitive achievement, attesting to the value of our module as a means to integrate real scientific practices into science teaching. Although it may increase the workload for science teachers, we find that the potential scientific modeling holds as an inquiry-based learning strategy is worth the effort.

Further data

Item Type: Article in a journal
Keywords: Cognitive knowledge; Scientific models and modeling; Gene technology outreach learning; Science education
DDC Subjects: 500 Science
Institutions of the University: Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Former Professors > Chair Didactics of Biology - Univ.-Prof. Dr. Franz Xaver Bogner
Faculties
Faculties > Faculty of Biology, Chemistry and Earth Sciences
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Former Professors
Language: English
Originates at UBT: Yes
URN: urn:nbn:de:bvb:703-epub-5354-3
Date Deposited: 23 Mar 2021 10:22
Last Modified: 23 Mar 2021 10:23
URI: https://epub.uni-bayreuth.de/id/eprint/5354

Downloads

Downloads per month over past year