Do knowledge arrangements affect student reading comprehension of genetics?

Jen Yi Wu, Yu Neng Tung, Bi Chi Hwang, Chen-Yung Lin, Che Di Lee, Yung-Ta Chang

Research output: Contribution to journalArticlepeer-review

Abstract

Various sequences for teaching genetics have been proposed. Three seventhgrade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts that exhibit different knowledge arrangements. The results revealed that one particular knowledge arrangement (genetic materials, mitotic and meiotic models, genetic model, and molecular model) leads to the greatest reading comprehension of genetics. The differences are found in knowledge of mitotic and meiotic models. The results of this study are valuable for use in organizing instruction.

Original languageEnglish
Pages (from-to)184-188
Number of pages5
JournalAmerican Biology Teacher
Volume76
Issue number3
DOIs
Publication statusPublished - 2014 Mar 1

Keywords

  • Genetics
  • biology textbook
  • junior high school
  • knowledge arrangement

ASJC Scopus subject areas

  • Education
  • Agricultural and Biological Sciences (miscellaneous)
  • Agricultural and Biological Sciences(all)

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