Teaching Mendelian genetics with a virtual Drosophila laboratory


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Çakır M. , Doğan Ö. K.

School Science Review, vol.97, pp.10-15, 2015 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 97
  • Publication Date: 2015
  • Title of Journal : School Science Review
  • Page Numbers: pp.10-15

Abstract

Recently, web-based resources that are integrated with inquiry-driven strategies have become operational science teaching tools. The aim of this study was to implement virtual courseware into inquiry-based genetics teaching in order to achieve meaningful understanding and conceptual learning. Therefore, the research questions of this study were the following: (a) Are there any conceptual Mendelian genetics learning differences between high school students who receive inquiry-based virtual laboratory instruction and those who receive traditional lecturing; (b) Does inquiry-based virtual laboratory instruction have any positive effects on students’ attitudes towards biology? The students’ conceptual elaborations of Mendelian inheritance were enhanced. Inquiry-based learning experiences with the virtual Drosophila courseware not only facilitated conceptual genetics learning but also provided an excellent opportunity for students to develop inquiry abilities such as hypothesis testing and experimental design. Our findings support the research of White et al. (2007). It was concluded that an inquiry-based teaching method with the Drosophila simulation is feasible and beneficial, and has the potential to support conceptual learning of the principles of inheritance.