000K  utf8
1100  2022$c2022-01-27
1500  eng
2050  urn:nbn:de:hbz:465-20220810-123332-6
2051  10.1187/cbe.21-01-0009
3000  Timm, Justin
3010  Schmiemann, Philipp
3010  Wools, Katharina
4000  Secondary Students' Reasoning on Pedigree Problems  [Timm, Justin]
4209  Pedigree problems are typical genetics tasks in schools. They are well suited to help students learn scientific reasoning, representing realistic genetic problems. However, pedigree problems also pose complex requirements, especially for secondary students. They require a suitable solution strategy and technical knowledge. In this study, we examined the approaches used by N = 89 secondary school students when solving two different pedigree problems. In our qualitative analysis of student responses, we examined how two groups of secondary students with varying degrees of experience in genetics constructed arguments to support their decisions. To do so, we categorized I = 516 propositions from students' responses using theory- and data-driven codes. Comparison between groups revealed that "advanced genetics" students (n = 44) formulated more arguments, referred more frequently to specific family constellations, and considered superficial pedigree features less often. Conversely, "beginning genetics" students did not use a conclusive approach of step-by-step falsification but argued for the mode of inheritance they believed was correct. Advanced genetics students, in contrast to beginners, to some extent used a falsification strategy. Finally, we demonstrate which family members students used in their decisions and discuss a variety of typical but unreliable arguments.
4950  https://doi.org/10.1187/cbe.21-01-0009$xR$3Volltext$534
4950  https://nbn-resolving.org/urn:nbn:de:hbz:465-20220810-123332-6$xR$3Volltext$534
4961  https://duepublico2.uni-due.de/receive/duepublico_mods_00076450
5051  370
5051  570
5550  Humans
5550  Learning
5550  Pedigree
5550  Problem Solving
5550  Schools
5550  Students