Understanding Genetics: Analysis of Secondary Students' Conceptual Status.

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Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument (2010, methodology): “This article reports the development and implementation of a two‐tier diagnostic instrument used in three Australian schools as one method to probe student understanding in a multiple‐case study on secondary students’ conceptual learning of genetics (Tsui & Treagust, 2007 ).”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “This is a central concern in MEGA design and use. ceptually and linguistically difficult to teach and learn (Tsui & Treagust, 2007).”
Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science (2012, background): “Students also understood genes to be a code and reified the gene as a container containing the code in a study conducted by Tsui and Treagust (2007). Why does this happen? The literal meaning of a code is a system of words, numbers, or symbols used to decipher secret messages.”