First-year Biology Students' Understandings of Meiosis: An investigation using a structural theoretical framework

Title
First-year Biology Students' Understandings of Meiosis: An investigation using a structural theoretical framework
Publication Date
2009
Author(s)
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Pegg, John E
Panizzon, Debra L
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/09500690801914965
UNE publication id
une:4555
Abstract
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first-year biology students' explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first-year biology students to practical and examination questions about meiosis, together with student interviews. Students' written responses were coded, which resulted in a hierarchy of qualitatively different categories consistent with recent developments in the SOLO model. Most responses described a number of the less abstract elements of meiosis, but not in a coherent, relational manner, and interviews elucidated several areas of confusion about meiosis and its subordinate concepts. These findings are consistent with much previous research, and provide insights into both the use of the SOLO model as a research tool and students' understandings of meiosis. In conjunction with previous research, the results of this study raise questions beyond its local context about the match between students' apparent understandings and university expectations. The implications of the study relate to the use of terminology, the treatment of meiosis in textbooks, and some specific issues of pedagogy.
Link
Citation
International Journal of Science Education, 31(10), p. 1279-1305
ISSN
1464-5289
0950-0693
Start page
1279
End page
1305

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