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• W4205297663 abstract "Genetics is a challenging topic to learn; yet one’s understanding of genetics has implications for personal and civic engagement in this domain. This poses the challenge of how to support students’ learning of genetics through a developmentally appropriate curriculum spanning the course of compulsory schooling. In this chapter, we review and discuss the research on learning progressions in genetics and how these progressions can be used as tools to improve genetic literacy. We briefly describe and compare four existing progressions and their conceptualizations of learning in the domain. We then discuss some critiques of learning progression scholarship writ large and how they apply to the learning progression endeavors in genetics. In particular, we discuss current shortfalls of our conceptualization of the upper anchors, and the need to expand these upper targets to address both situational aspects of reasoning and the pragmatic consideration of what lay individuals actually need to know in order to function as genetically literate competent outsiders. We conclude by offering some provisional answers to these issues, and suggest some instructional implications and directions for future research." @default.
• W4205297663 created "2022-01-26" @default.
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• W4205297663 date "2021-01-01" @default.
• W4205297663 modified "2023-10-14" @default.
• W4205297663 title "How Can Learning Progressions Support the Development of Genetic Literacy?" @default.
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• W4205297663 doi "https://doi.org/10.1007/978-3-030-86051-6_4" @default.
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