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• W2072611218 abstract "A NYONE GIVING A COURSE in general biology faces the discouraging prospect of teaching Mendelian genetics problems competently. This latter task is part of the larger problem of instructing students in the use of a scientific approach to problem solving and biological investigation in general. We at Project SABLE are interested in increasing students' abilities to formulate and test hypotheses and to analyze experimental results. We have been producing instructional materials for use in many types of colleges and universities that instruct students in some basic skills needed to become involved in scientific investigations. This article is a description of a new trial set of materials in Mendelian genetics, which consists of a written tutorial teaching the basic concepts of Mendelian genetics, a computer-simulated providing practice in solving problems, and an independent investigation in genetics giving students the chance to apply their knowledge in a real setting. During an earlier phase of the project, we emphasized the as the best place for students to acquire scientific problem solving skills because we believed concrete manipulation is an important ingredient in acquiring these skills. Our preliminary hypothesis was that if we produced materials that ensured that students could make observations, master the biological concepts, and use scientific equipment and techniques, then they would be prepared to solve interesting problems of their own choosing in the laboratory. We designed a series of selfinstructional tutorials (using some of the elements of programmed instruction) and other materials to meet these criteria. As a result we were successful in establishing an open laboratory setting where students learned in an independent, self-paced manner how to make specific observations and use scientific techniques and procedures (Von Blum 1975). Interviews with students and close analysis of reports of students' independent field investigations, however, showed that, even though students could successfully handle techniques and make observations, they could not develop, identify or test hypotheses nor adequately interpret data. Therefore, we had to revise our hypothesis: before students are ready to undertake independent investigations they need specific instruction in hypothesis formulation, testing, and data analysis. This must be combined with an understanding of basic biological concepts, skill in making observations, and the ability to perform manipulations. We wanted students to recognize the way in which good scientists work, so that they could follow the process themselves when they are faced with a new problem. Consequently, we designed our materials to demonstrate how scientists go about constructing explanations of their observations and using these explanations in predicting further observations. Also, we wanted to provide practice in carrying out this process in a real biological context. After testing and discarding several alternatives, we decided to use a written text to present biological concepts, combined with a computer simulated to provide practice in applying these concepts to solving problems, followed by an independent investigation in the (fig.1). The first materials testing this approach deal with Mendelian genetics. The tutorial, Heredity: Developing an Explanation, presents the major concepts" @default.
• W2072611218 created "2016-06-24" @default.
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• W2072611218 date "1977-11-01" @default.
• W2072611218 modified "2023-10-16" @default.
• W2072611218 title "Mastering Genetics, with a Little Help from GENIE" @default.
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• W2072611218 doi "https://doi.org/10.2307/4446028" @default.
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