Learning Genetics with Multiple Representations: A Three Dimensional Analysis of Conceptual Change.

Explores the conceptual change of two classes of grade 10 students (n=48) in their genetics learning in an Australian girls' school that uses laptop computers. The study used an interpretive, case-based design with multiple data collection methods and a multidimensional conceptual change framework. Over seven weeks, the students learned genetics that included work on their laptop computers with BioLogica, a multimedia program, and online multimedia about human and molecular genetics. Multiple external representations (MERs) in multimedia, as researchers claimed, support cognitive processes and problem solving. Given that representability is essential for making difficult concepts intelligible, MERs provide new opportunities for learning genetics. Findings indicated that most students were highly motivated in their learning and that over half of them enjoyed learning with multimedia on human and molecular genetics more than with BioLogica. Most students improved their genetics reasoning after instruction but only in easier reasoning types. Some students, however, had developed sophisticated conceptions and the status of their conceptions was intelligible, plausible, and fruitful. The findings have implications for making better pedagogical use of multiple representations in teaching for conceptual change. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. Learning Genetics with Multiple Representations: A Three Dimensional Analysis of Conceptual Change PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY e --s).J. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Chi-Yan Tsui E-mail: C-Y.Tsui@curtin.edu.au David F. Treagust E-mail: D.Treagust@smec.curtin.edu.au Science and Mathematics Education Centre Curtin University of Technology GPO BX U1987 WA 6845 Perth, Australia U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) off....his document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. ("NJ A paper presented at the annual meeting of the National Association for Research in Science Teaching Cr Philadelphia, USA, March 23-26, 2003 2 BEST COPY AVAILABLE NARST2003 Paper 201434 2 Learning Genetics with Multiple Representations: A Three Dimensional Analysis of Conceptual Change Chi-Yan Tsui David F. Treagust Curtin University of Technology Perth, Australia Abstract This paper explores the conceptual change of two classes of Grade 10 students (n = 48) in their genetics learning in an Australian girls' school that uses laptop computers. The study used an interpretive, case-based design with multiple data collection methods and a multidimensional conceptual change framework. Over seven weeks, the students learned genetics that included work on their laptop computers with BioLogica, a multimedia program, and online multimedia about human and molecular genetics. Multiple external representations (MERs) in multimedia, as researchers claimed, support cognitive processes and problem solving. Given that representability is essential for making difficult concepts intelligible, MERs provide new opportunities for learning genetics. Findings indicated that most students were highly motivated in their learning and that over half of them enjoyed learning with multimedia on human and molecular genetics more than with BioLogica. Most students improved their genetics reasoning after instruction but only in easier reasoning types. Some students, however, had developed sophisticated conceptions and the status of their conceptions was intelligible, plausible, and fruitful. The findings have implications for making better pedagogical use of multiple representations in teaching for conceptual change.This paper explores the conceptual change of two classes of Grade 10 students (n = 48) in their genetics learning in an Australian girls' school that uses laptop computers. The study used an interpretive, case-based design with multiple data collection methods and a multidimensional conceptual change framework. Over seven weeks, the students learned genetics that included work on their laptop computers with BioLogica, a multimedia program, and online multimedia about human and molecular genetics. Multiple external representations (MERs) in multimedia, as researchers claimed, support cognitive processes and problem solving. Given that representability is essential for making difficult concepts intelligible, MERs provide new opportunities for learning genetics. Findings indicated that most students were highly motivated in their learning and that over half of them enjoyed learning with multimedia on human and molecular genetics more than with BioLogica. Most students improved their genetics reasoning after instruction but only in easier reasoning types. Some students, however, had developed sophisticated conceptions and the status of their conceptions was intelligible, plausible, and fruitful. The findings have implications for making better pedagogical use of multiple representations in teaching for conceptual change.