Fifth and seventh graders' patterns of understanding about cells and heredity in a technology-enhanced curriculum

Dante Cisterna, Michelle Williams, Joi Merritt

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this study, we explored fifth and seventh grade students' ideas about heredity-related concepts and described patterns of understanding for these topics in the context of technology-enhanced curricula. Analysis of embedded assessments shows students progressed to more sophisticated levels of understanding, especially by reviewing non-normative ideas and integrating new content to their previous understandings. Students tended to struggle in distinguishing genes, chromosomes, and DNA and in connecting cell division with traits' inheritance.

Original languageEnglish (US)
Title of host publication10th International Conference of the Learning Sciences
Subtitle of host publicationThe Future of Learning, ICLS 2012 - Proceedings
Pages527-528
Number of pages2
StatePublished - Dec 1 2012
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: Jul 2 2012Jul 6 2012

Publication series

Name10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Volume2

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
CountryAustralia
CitySydney, NSW
Period7/2/127/6/12

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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    Cisterna, D., Williams, M., & Merritt, J. (2012). Fifth and seventh graders' patterns of understanding about cells and heredity in a technology-enhanced curriculum. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 527-528). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).