Students' understanding of genetics concepts: the effect of reasoning ability and learning approaches

Basit Öğe Kaydı
dc.authoridSAGLAM, NECDET -- 0000-0002-5463-8355
dc.contributor.authorKılıç, Didem
dc.contributor.authorSağlam, Necdet
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-29T19:28:05Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-29T19:28:05Z
dc.date.issued2014
dc.departmentEğitim Fakültesi
dc.description.abstractStudents tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation would improve students' understanding of genetics concepts. To test this hypothesis, relationships among students' understanding of genetics concepts, reasoning ability and learning approaches were investigated. A total of 586 eleventh-grade students participated in the study. Students' reasoning ability and learning orientation were measured using the Test of Logical Thinking and the Learning Approach Questionnaire, respectively. Students' understanding of fundamental genetics concepts was assessed using the Two-tier Genetics Concepts Test. Regression analyses were conducted to examine predictive influence of reasoning ability and learning orientations on students' understanding of genetics concepts. The results revealed that all cognitive variables investigated accounted for a statistically significant portion (27%) of the variance in students' understanding of genetics concepts. Reasoning ability and meaningful learning orientation predicted students' understanding of genetics concepts in a positive direction, rote learning orientation predicted it in a negative direction. Additionally, the results indicated that reasoning ability explained more of the variance in test scores as compared to learning approaches.
dc.identifier.doi10.1080/00219266.2013.837402
dc.identifier.endpage70en_US
dc.identifier.issn0021-9266
dc.identifier.issn2157-6009
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage63en_US
dc.identifier.urihttps://doi.org/10.1080/00219266.2013.837402
dc.identifier.urihttps://hdl.handle.net/20.500.12451/5982
dc.identifier.volume48en_US
dc.identifier.wosWOS:000333871500003
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS
dc.relation.ispartofJOURNAL OF BIOLOGICAL EDUCATION
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectUnderstanding
dc.subjectTwo-tier Test
dc.subjectMeaningful Learning Orientation
dc.subjectReasoning Ability
dc.subjectGenetics Concepts
dc.titleStudents' understanding of genetics concepts: the effect of reasoning ability and learning approaches
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
kilic-didem-2014.pdf
Boyut:
361.3 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin / Full Text
İndir

Koleksiyon

Makale Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu