Publication: Promoting student understanding of genetics and biodiversity by using inquiry-based and hands-on learning unit with an emphasis on guided inquiry
2
Issued Date
2011-07-06
Resource Type
ISSN
14479540
14479494
14479494
Other identifier(s)
2-s2.0-79959835565
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Learning. Vol.17, No.12 (2011), 227-244
Suggested Citation
Adisorn Monvises, Pintip Ruenwongsa, Bhinyo Panijpan, Namkang Sriwattanarothai Promoting student understanding of genetics and biodiversity by using inquiry-based and hands-on learning unit with an emphasis on guided inquiry. International Journal of Learning. Vol.17, No.12 (2011), 227-244. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/12880
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Title
Promoting student understanding of genetics and biodiversity by using inquiry-based and hands-on learning unit with an emphasis on guided inquiry
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Abstract
To ensure better understanding of two rather difficult topics in biology, genetics and biodiversity among secondary students, we developed a learning unit which required them to learn by hands-on activities together with inquiry guided by the teacher. The experimental group learned in the hands-on class while the control group in the traditional lecture class. The experimental group used colored clips to represent traits (phenotype) of genes (genotype) which segregate and come together independently. Using the Punnett square as a guide for the above genotype and phenotype probabilities the students placed the clips and counted the resulting traits and thus came up with their Mendelian inheritance of traits. For the topic on biodiversity, the students were given plastic models of diverse animals and asked to classify them according to morphological criteria. The students compared similarity (or difference) and number of parts and forms and deduced their taxonomic relationship. They could base their explanations for the above on genetics and population change (evolution) learned previously. The results clearly showed an increase in conceptual understanding of the students in both topics as compared to the control group taught by traditional lecture. The teacher had the standard objectives in mind while guiding the students who were engaged enough to pursue the activity to the end. Additionally, the students stated that they enjoyed being active and challenged in the unit. © Common Ground, Adisorn Monvises, Pintip Ruenwongsa, Bhinyo Panijpan, Namkang Sriwattanarothai.