Jenny Lewis

All in the genes? - Young people's understanding of the nature of genes.

This paper reports on young peoples understanding of genes as they near the end of their compulsory science education in the UK. A sample of 482 school students aged 14–16, drawn from across the ability range, took part in this study. Findings, based mainly on written responses to written questions, but supported by interview data, show that this sample had only a very limited understanding of the most basic ideas relating to function, structure, and location of genes. It is argued that these findings are not atypical for this population of school students. The implications for teaching the more complex genetic concepts demanded by the National Curriculum —genetic engineering, for example — are considered.

Discussion of Socio‐scientific Issues: The role of science knowledge

This paper considers the relationship between science knowledge and the ability to engage in reasoned discussion of the social consequences of science. Through a study of over 200 school students aged 14–16 we show that the ability to engage in reasoned discussion of applications of gene technology is strongly influenced by the ability to recognize key issues, and that ability to recognize key issues requires some understanding of the relevant science. It is also influenced by the specificity of the context under discussion and personal experience. The requisite scientific knowledge base is relatively modest and can be effectively taught through brief teaching interventions that are well designed and contextualized. The implications for classroom practice are considered

What's in a cell? — young people's understanding of the genetic relationship between cells, within an individual

This paper presents further findings from a study of young peoples understanding of genetics towards the end of their compulsory science education. It focuses on the ability of these students to distinguish between genes and genetic information and the extent to which they are aware of the continuity of genetic information between cells within one individual. Many students hold the misconception that cells of different types will contain different genetic information because they have different functions and will therefore require different information. Confused, conflicting, and uncertain reasoning is also common. The implications of these findings in terms of understanding cell division are considered.

The Role of Students’ Epistemological Knowledge in the Process of Conceptual Change in Science

This chapter addresses the role of students’ epistemological knowledge in the process of conceptual change in science. The chapter begins by making a case that students’ conceptual knowledge in science has an epistemological dimension, and that models of conceptual change in science should therefore make reference to this epistemological dimension. The following claims are then developed: (1) many science students tend to over-attribute significance to empirical processes in suggesting how scientific disputes might be resolved, and in justifying viewpoints on scientific issues; and (2) students draw upon different epistemological knowledge in different situations, and for this reason it makes no sense to refer to students’ epistemological knowledge in isolation from the situations in which that knowledge is used. Each claim is supported with data from recent studies, involving the authors, of students’ epistemological knowledge in science. The chapter concludes with suggestions about potentially fruitful directions for future research on epistemological knowledge and conceptual change in science.

Bringing the Real World into the Biology Curriculum.

This study followed a small but diverse group of biology teachers through the first two years of the pilot for a new Advanced Level Biology course - Salters-Nuffield Advanced Biology. SNAB aims to modernise A-level Biology using real world contexts and examples as the starting point, promoting conceptual understanding rather than factual recall, encouraging active learning and developing a capacity for critical thinking and reflection. If the teachers were to implement this new curriculum as intended they would have to change some of their usual practices. The challenges which they encountered and the ways in which they responded were identified through a series of semi-structured interviews with each teacher, supported by lesson observations and interviews with students and technicians. A major constraint on changing practice was uncertainty about how to manage new approaches effectively.

Continuing Professional Development for teachers

The Institute of Biology has consistently emphasised the need for teachers to have continuing professional development (CPD) opportunities and for more trust to be displayed in their professional judgements. For this reason we are delighted that we now have a flexible CPD scheme that teachers can use to plan and record their continuing development and to demonstrate their professional commitment to CPD. The IOB CPD scheme is available to all members and can help individuals prioritise their CPD needs.

The Effectiveness of Mini-projects as a Preparation for Open-ended Investigations

Mini-projects are sometimes included in undergraduate courses with the expectation that they will help students to make the transition from set practicals to open ended investigative work. This case study assesses the extent to which one particular use of mini-projects was able to effect this. Despite their success in developing the students’ understandings of the nature and processes of scientific research, the mini-projects left many students feeling demoralised and largely unaware of the learning which had taken place. Factors contributing to this outcome were identified and their implications for the design and management of such projects are considered.

The use of mini‐projects in preparing students for independent open‐ended investigative labwork

Abstract Undergraduate research project work is very demanding — of students, of tutors and of resources — and many students find the transition from traditional practical work difficult. In particular, they have unrealistic expectations of what can be achieved. In order to prepare students for their project work, some second-year courses include mini-projects. This paper reports on a case study of one such mini-project: it was effective in preparing students for their project work but most students were unaware of this and as a result, many felt demoralised by their experience. A number of factors which might improve the effectiveness of mini-projects and reduce the students’ negative feelings were identified including: making the aims and objectives unambiguous, achievable and explicit; recognising the nature and difficulty of the demands which are being made of students; and providing sufficient time, support and guidance for students. It is not possible for one lecturer to provide the high level of support which this requires. Demonstrators should also be available.

Designing and Evaluating Short Science Teaching Sequences: Improving Student Learning

This paper reports a study designed to provide evidence about the feasibility of designing short teaching sequences, based on insights from research and scholarship on teaching and learning science, which are measurably better at promoting conceptual understanding amongst students than the teaching approaches usually used by their schools. The research team worked in collaboration with a group of 9 teachers (3 biology, 3 chemistry, 3 physics) to design, implement, and evaluate 3 teaching sequences for use with students aged 11–15. The physics and biology teaching sequences were also implemented by other teachers (11 and 5 respectively) not involved in their design. Teachers implemented the physics and biology teaching sequences in ways broadly consistent with the planned approach. In all cases where a valid comparison can be made, students’ responses to diagnostic questions requiring the use of conceptual models to construct explanations were significantly better following the designed teaching sequences, than the responses of comparable students following the school’s usual teaching approach. The significance of these findings for research in science education, and for policy and practice relating to science teaching, are discussed.

Can theoretical constructs in science be generalised across disciplines

For many years there has been a growing concern, particularly among researchers in biology education, about the extent to which research findings from one discipline (most usually physics education) can be applied directly to other disciplines (particularly biology education). This paper explores the issue through the use of one particular theoretical construct - Learning Demand - to inform the design of a plant nutrition teaching sequence. Reflections on this experience suggest that the basic construct could be applied to good effect but contextual differences between disciplines make it more difficult to agree common ground in relation to the finer detail. Implications for the development of a common framework for science education are considered.