Predicting genetics achievement in nonmajors college biology

Anton E. Lawson

62 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Evolution and Science Education Genetics, Bioinformatics, and Biomedical Research

Abstract

Abstract Students enrolled in a non‐majors college biology course were pretested to determine their level of intellectual development, degree of field independence, mental capacity, amount of prior genetics knowledge, and amount of fluid intelligence. They were then taught a unit on Mendelian genetics. The only student variables found to not account for a significant amount of variance on a test of reading comprehension and/or a test of genetics achievement was amount of prior genetics knowledge. Developmental level was found to be the most consistent predictor of performance, suggesting that a lack of general hypothetico‐deductive reasoning ability is a major factor limiting achievement among these students.

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1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications 1940A Self-Administering Scale for Measuring Intellectual Impairment and Deterioration 1978The development and validation of a classroom test of formal reasoning 1985A review of research on formal reasoning and science teaching 1978Biology : The Unity and Diversity of Life 1983Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs 1975Intelligence can be taught 1982Difficulties Experienced by High School Students When Learning Basic Mendelian Genetics

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