Abstract:

One of the problems in today’s education is that students gain fragmental knowledge of different topics but fail to gain a clear picture about how these topics are related (Harlen et al., 2015). To connect different science disciplines, core ideas are important for students to develop a holistic understanding of what they are learning, and to connect different science disciplines (Harlen, et al., 2015). Semilarski, Soobard, and Rannikmäe (2019) identify disciplinary core ideas, which are linked with specific subject’s biology e.g., one of which is heredity and genetic variety linked to biology. Such core ideas are essential for a conceptualising (or understanding) biology and enable students to make sense of emerging research findings and strongly support the development of an understanding of science over time. As genetic variety includes how organisms reproduce, passing genetic information to their offspring, and how these mechanisms lead to variability and hence diversity within species, teachers are likely to develop such aspects over different school years. To avoid fragmental knowledge, establishing disciplinary core ideas allow students to develop integrated understanding that can be used, collectively, to solve problems and make decisions. This study seeks to investigate how secondary school students conceptualise components that make up the disciplinary core idea of genetic variety.

The following research question is put forward:
• How well do grade 10 students conceptualise genetic variety?

Using the mind maps technique, data was collected from grade 10 (15-16 years old) students (N=17) so as to identify the quality of students learning in a variety of disciplinary contexts. Abductive analysis was applied to analyze the data obtained from the mind maps. Results were used to show students’ ability to connect different science learning. Most students were able to create mind maps about genetic variety, but these were very general. A small number of students developed greater interdisciplinary mind maps, which included a few central concepts. The mind maps also revealed that a number of students held misconceptions about aspects of genetic variety. The paper discussed the findings.

References:
[1] Harlen, W., Devés, R., Garza, G., F., Léna, P., Millar, R., Reiss, M., Rowell, P., & Yu, W. (2015). Working with Big Ideas of Science Education, Published by the Science Education Programme (SEP) of IAP.
[2] Krathwohl, D., R., & Anderson, W. (2002). A revision of Bloom’s taxonomy: An overview theory into practice. The Ohio State University.
[3] Semilarski, H., Soobard, R., & Rannikmäe, M. (2019). Modelling students perceived self-Efficacy and importance towards core ideas in science education (accepted to the Science Education International, ICASE journal).

Keywords:

Disciplinary core ideas, genetic variety, science education.