Development of pre-service general science teachers’ understanding of genetics through learning progression-based instruction

Abstract

The purposes of this study were to: 1) Investigate the understanding of the biological concepts of genetics among pre-service general science teachers; 2) Research on the learning progression of the biological concepts of Genetics of pre-service general science teachers; 3) Examine the understanding of Genetics concepts among pre-service general science teachers after learning through learning progression-based instruction. 42 sophomores of pre-service teachers in the general science program of the faculty of education consisting of 5 male students and 37 female students were the study group. This is qualitative research which was divided into 3 phases according to the research objectives. The data were collected using 4 research tools consisting of the conceptual understanding of Genetics test, an individual semi-structured interview, course analysis form, gene expression intervention program, and learning behavior observational form. The data were analyzed by content analysis and grouping concepts. The research results are summarized as follows: 1) Before learning through learning progression-based instruction, general science pre-service teachers have alternative understanding (AC) of the biological concepts of genetics at the highest among protein synthesis, proteins and traits and effects of genetic changes were 66.67%, 40.47%, and 61.91%, respectively. Partial understanding with specific alternative conception (PS) about all cells have genetic information and the relationship between genetic material were 78.57 and 69.04%, respectively. 2) Learning progression in biology about genetics concept of pre-service general science teachers can be grouped into 3 core concepts and 9 sub-concepts according to the level of lower anchor, intermediate anchor, and upper anchor according to the sophisticated genetics concept. A set of descriptions of learning progression for pre-service general science teachers was constructed and can be designed gene expression intervention program based on the learning progression of general science pre-service teachers, respectively which can be summarized into 3 gene expression intervention programs. The result of observing the learning behavior of general science pre-service teachers was found that pre-service teachers can explain their knowledge based on pictures and models. They can describe the process of gene expression step by step and can answer questions according to learning activities. 3) After learning progression-based instruction, general science pre-service teachers have a complete understanding (CU) of the biological concepts of genetics at the highest among all cells have genetic information and proteins and traits were 97.62% and 41.43%, respectively. Partial understanding (PU) of the relationship between genetic material was 38.10%. Partial understanding with specific alternative conception (PS) of protein synthesis was 51.14%. Alternative understanding (AC) at the highest in effect of genetic changes was 35.72%. The comparison of the understanding of biological concepts in genetics on general science pre-service teachers before and after learning progression-based instruction was found that general science pre-service teachers had an increasing level of complete understanding (CU) and a decreasing level of the alternative understanding (AC) in all concepts. The results shown that general science pre-service teachers can change the level of conceptual understanding in genetics from alternative understanding to complete understanding after learning through learning progression-based instruction. Therefore, the order of content in the curriculum of instruction at all levels of education should have related concepts arranged according to the concepts of pre-service teachers that can reduce redundancy in content and to develop pre-service teachers to be able to comprehend and relate knowledge to each level of concept.