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首页> 外文期刊>CBE Life Sciences Education >The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction?
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The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction?

机译：遗传学中的学习损失效应：教学后学生会保留或丢失哪些观念？

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Modern genetics is a relatively new domain, but it is increasingly important for students to have a firm grasp on the content, because genetic technologies are becoming more commonplace. In a previous study, we used the Learning Progression-based Assessment of Modern Genetics to assess high school students’ knowledge of genetics concepts after an intensive inquiry-based genetics instructional period. Given that this type of intensive inquiry-based instruction is unique, we are now investigating how students’ knowledge of genetics changes after instruction (i.e., learning loss effect). Using a six-measure longitudinal design, we found that students retained significant gains in five of the 12 constructs 18 months after instruction; scores were not significantly different than the pretest in seven of the constructs. Through a nonparametric analysis, we found that students are better able to retain mechanistic explanations in genetics than memorized details. This study uses an learning progression framework that examines what happens to genetics knowledge over an extended period of time after instruction and indicates that classroom time is better spent helping students construct mechanistic explanations of genetic phenomena as opposed to memorizing terminology.
机译：现代遗传学是一个相对较新的领域，但是对学生来说，牢牢掌握其内容变得越来越重要，因为遗传技术正变得越来越普遍。在先前的研究中，我们使用了基于学习进度的现代遗传学评估来评估高中生对遗传学概念的深入学习期后对遗传学概念的了解。鉴于这种密集的基于探究的教学方式是独特的，我们现在正在研究学生的遗传学知识在教学后如何变化（即学习损失效应）。使用六步测量的纵向设计，我们发现学生在上课18个月后，在12个构架中的五个构架中保留了可观的收益。在七个结构中的分数与预测没有显着差异。通过非参数分析，我们发现学生比记忆的细节更能保留遗传学中的机械学解释。这项研究使用了学习进度框架，该框架检查了在教学后很长一段时间内遗传学知识发生了什么，并表明课堂上的时间可以更好地帮助学生构建遗传现象的机械解释，而不是记住术语。

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