Next Article in Journal
On the Concept of Context
Next Article in Special Issue
Gender Construction in Experiment-Based Biology Lessons
Previous Article in Journal
Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics
Previous Article in Special Issue
Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science
Open AccessArticle

As Symbol as That: Inconsistencies in Symbol Systems of Alleles in Textbooks, and Students’ Justifications for Them

Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel
*
Author to whom correspondence should be addressed.
These authors contributed equally (co-first author).
Educ. Sci. 2018, 8(3), 110; https://doi.org/10.3390/educsci8030110
Received: 30 June 2018 / Revised: 22 July 2018 / Accepted: 1 August 2018 / Published: 2 August 2018
(This article belongs to the Special Issue Biology Education)
In genetics education, symbols are used for alleles to visualize them and to explain probabilities of progeny and inheritance paradigms. In this study, we identified symbol systems used in genetics textbooks and the justifications provided for changes in the symbol systems. Moreover, we wanted to understand how students justify the use of different symbol systems when solving genetics problems. We analyzed eight textbooks from three different countries worldwide. We then presented a genetics problem to eight 9th-grade students and probed their justifications for the use of different symbol systems. Our findings showed that there is no one conventional symbol system in textbooks; instead, symbol systems are altered along and within textbooks according to the genetic context. More importantly, this alteration is not accompanied by any explicit explanation for the alteration. Student interviews revealed that some students were able to identify the genetic context of each symbol system, whereas others, who were unable to do so, provided justifications based on different non-genetics-related reasons. We discuss the implications of our analysis for how multiple symbol systems should be presented in textbooks, and how they should be introduced in the classroom. View Full-Text
Keywords: symbol; genetics; visual representation; gene symbol; genetics; visual representation; gene
MDPI and ACS Style

Livni-Alcasid, G.A.; Haskel-Ittah, M.; Yarden, A. As Symbol as That: Inconsistencies in Symbol Systems of Alleles in Textbooks, and Students’ Justifications for Them. Educ. Sci. 2018, 8, 110.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop