Effects of explanation support on learning genetics

Abstract

This study examined the effects that different kinds of technology-based representational tools have on students’ genetics learning. One form of tool represented phenomenological features of genetics – genes, pedigrees, and so on – and were embedded in a simulations-based software program. and another tool provided discursive representation to support students ’ construction of explanations. In a quasi-experimental study, students completed a 3-week unit on genetics. Students in one condition learned genetics using only the phenomenological tool and exploring simulations of population level genetic phenomena; students in a second condition used this same tool for the same activities and used a word processor to write explanations of events that occurred in the simulations; and students in a third condition used the phenomenological tool to complete the same activities, and wrote explanations of the simulations using the discursive tool. Pre- and post-assessments of students ’ understanding of basic genetics concepts showed no differences among conditions. A post-test explanation task, however, showed that students who had learned genetics with explicit, discursive support for explanation construction were significantly more likely to correctly apply genetics concepts to explain a specific problem than students who learned genetics without explanation construction supports. We argue that students ’ efforts to explain provided a context for organizing genetics ideas into a coherent conceptual framework, and that the discursive representations provided key features o