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  1. Characterisation of the Context-Dependence of the Gene Concept in Research Articles.Veronica S. Flodin - 2017 - Science & Education 26 (1-2):141-170.
    The purpose of this study is to interpret and qualitatively characterise the content in some research articles and evaluate cases of possible difference in meanings of the gene concept used. Using a reformulation of Hirst’s criteria of forms of knowledge, articles from five different sub-disciplines in biology were characterised according to knowledge project, methods used and conceptual contexts. Depending on knowledge project, the gene may be used as a location of recombination, a target of regulatory proteins, a carrier of regulatory (...)
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  • Assessment of Genetics Understanding.Philipp Schmiemann, Ross H. Nehm & Robyn E. Tornabene - 2017 - Science & Education 26 (10):1161-1191.
    Understanding how situational features of assessment tasks impact reasoning is important for many educational pursuits, notably the selection of curricular examples to illustrate phenomena, the design of formative and summative assessment items, and determination of whether instruction has fostered the development of abstract schemas divorced from particular instances. The goal of our study was to employ an experimental research design to quantify the degree to which situational features impact inferences about participants’ understanding of Mendelian genetics. Two participant samples from different (...)
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  • Learning Gene Expression Through Modelling and Argumentation.Blanca Puig, Noa Ageitos & María Pilar Jiménez-Aleixandre - 2017 - Science & Education 26 (10):1193-1222.
    There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. (...)
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  • Genetic Determinism in the Genetics Curriculum.Annie Jamieson & Gregory Radick - 2017 - Science & Education 26 (10):1261-1290.
    Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard ‘Mendelian approach’ university course in introductory genetics on average showed no change in their (...)
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  • Kampourakis, K. : The Philosophy of Biology: A Companion for Educators.Charbel N. El-Hani - 2014 - Science & Education 23 (6):1381-1402.
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  • Succeeding Michael R. Matthews.Kostas Kampourakis - 2015 - Science & Education 24 (7-8):807-811.
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  • Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors.Niklas Gericke, Rebecca Carver, Jérémy Castéra, Neima Alice Menezes Evangelista, Claire Coiffard Marre & Charbel N. El-Hani - 2017 - Science & Education 26 (10):1223-1259.
    Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether (...)
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