Chi-Yan Tsui

Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two‐tier multiple‐choice instrument for diagnosing grades 10 and 12 students’ understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students’ understanding of genetics in a case‐based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two‐tier diagnostic instrument is useful in probing students’ understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach’s alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two‐tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.

Introduction to Multiple Representations: Their Importance in Biology and Biological Education

This chapter introduces the theoretical perspectives associated with multiple external representations (MERs) (Ainsworth, Comput Educ, 33(2/3):131–152, 1999) and their importance in biology and biological education. We first review Ainsworth’s functional taxonomy of MERs and the related literature in this area of research. Next, we propose a theoretical cube model to examine and interpret the major themes and theoretical positions of the chapters in this volume, discussing some examples to illustrate our arguments. We conclude by examining the pedagogical functions that MERs can take on giving new meanings—as biology goes from in vivo and in vitro to an in silico research culture and practice using a systems approach to solving biology-based global problems (National Research Council, A new biology for the 21st century, National Academic Press, Washington, DC, 2009)—and the concomitant changes that can be made to improve biological education for the twenty-first century.

Conclusion: Contributions of Multiple Representations to Biological Education

Our book project began in 2009 with the intent to bring together international biology educators and biology education researchers who are involved in improving biological education from the perspective of multiple representations. It was also our goal that this volume would be able to address how biological education could meet the challenges of the twenty-first century, in which the breakthroughs in biological research would necessitate the integration of research and education with global economics and human social structures (Kress & Barrett, 2001).

Secondary Students’ Understanding of Genetics Using BioLogica : Two Case Studies

This chapter reexamines our research on secondary students’ understanding of genetics in terms of gene conceptions and reasoning when they learned genetics with multiple external representations (MERs). In our Australian study, teachers in three Perth schools included interactive BioLogica activities which feature manipulable MERs to varying degrees in their teaching. In our Hong Kong study, students used BioLogica in an after-school program for which the teacher and researcher provided bilingual support and both group and individual feedback. The results of our studies—from a cross-case analysis of students’ gene conceptions and genetics reasoning based on interviews, online two-tier tests, computer log files, and other data sources—indicated that most students improved their understanding of genetics to varying extent in terms of sophistication of their gene conceptions and the six types of genetics reasoning. The findings suggest that MERs supported understanding of genetics but not for all students. We compare the Australian and Hong Kong studies in terms of students’ genetics reasoning, explore how students learned complex content in biology using MERs within different learning contexts, and discuss the potential of visual-graphical and bilingual representations for scaffolding the learning of English language learner (ELL) students.

Commentary: Developments and Reforms in Science Education for Improving the Quality of Teaching and Research

Reviewing colleagues’ work and providing a review, a commentary, or reflections is always a privilege because it enables the reader to be more aware of his or her own research contributions. The reader may provide critical and constructive comments as in the case of a journal manuscript submitted for consideration or as in the case of this chapter to reflect how the reading relates to the reviewers’ knowledge and experiences and then comment. In this chapter, we comment on some aspects—it is not possible to comment on all—and reflect upon the chapter authors’ work from Mainland China, Lebanon, Macau, Malaysia, and Mongolia about science education research and practice in their countries/regions.