Learning about cloning: developing student knowledge and interest through an interactive, context-based approach
DOI:
https://doi.org/10.5617/nordina.347Sammendrag
Addressing controversial issues in the science classroom demands that students understand the societal aspects of scientific research. A context-based digital teaching unit, “Cloning plants”, was designed in order to introduce cloning. The present study analyses students’ learning outcomes and the development of their interest in biology from using the unit. The study was conducted among Norwegian biology students aged 17-18. A pretest and posttest design with individual questionnaires and group interviews was chosen. The study shows that use of the unit resulted in a more nuanced understanding of cloning and an increased interest in cloning. About 80% of the students reported that the realistic context had a positive impact on learning about cloning and 60% reported that they had learned more about scientific research and societal aspects of research on cloning. Students also reported that the context enhanced their interest in cloning.
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2012-06-29
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