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The Analysis of Learning Progression on Genetics

机译：遗传学学习进展分析

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Learning progression (LP) or conceptual progression has been researched and discussed intensively since 2009. Some LP on biology has been formulated and tested by some scholars after the LP released by the National Research Center (NRC) the USA. However, the learning progression focused on genetic diseases have not been studied well. Genetic diseases is not a specific topic taught in Indonesia schools, but there is a specific sequence on learning genetic diseases as one of the life sciences topics taught from primary to higher education level. One of the sub topics learned at high school biology is genetic diseases. The research was aimed to analyze the possibilities of developing learning progression on genetics by systematically reviewing research articles published from 2009 to 2019. The PRISMA approach was used as the research method. The articles were collected from online databases using the keywords, "learning progression" and "genetic concepts, and 'conceptual progression' in open access databases. Two reviewers worked to determine the feasibility of all papers found. Twelve research papers were analyzed constitutively. The findings showed there were three models as a basis to develop the LP in genetics, i.e. inheritance, meiotic, and molecular model. Various instruments used to assess LP, such as: Order-multiple choice (OMC), interview protocols, and task assessment. While Rasch Analysis was used to validate the instrument of LP.
机译：自2009年以来，研究和概念进展已经研究和概念进展。在美国国家研究中心（NRC）公布的LP之后，一些学者已经制定和测试了一些LP的生物学。然而，专注于遗传疾病的学习进展尚未得到很好的研究。遗传疾病不是在印度尼西亚学校教授的特定话题，但是在初级到高等教育水平的生命科学主题之一时，学习遗传疾病的特定序列。高中生物学中学到的子主题之一是遗传疾病。该研究旨在通过系统地审查从2009年至2019年发布的研究制品来分析在遗传学发展进展的可能性。PRISMA方法被用作研究方法。在开放访问数据库中使用关键字，“学习进展”和“遗传概念”和“概念进展”从在线数据库中收集文章。两次审阅者努力确定发现所有论文的可行性。组成型分析了12篇研究论文。该结果显示有三种模型是在遗传学，即遗产，减数分子和分子模型中开发LP的基础。用于评估LP的各种仪器，例如：订单 - 多项选择（OMC），访谈协议和任务评估。虽然Rasch分析用于验证LP仪器。

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