Traits, genes, particles and information: re‐visiting students’ understandings of genetics

By Jenny M. Lewis, U. Kattmann. 2004

277 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Molecular Biology

View Paper: https://www.semanticscholar.org/paper/d5582183c775b85d411a4321f3c7d63ea24f4887

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ravit Golan Duncan
2. Brian J. Reiser
3. Mariana Hagberg
4. N. Gericke
5. V. Dawson
6. William A. Sandoval
7. R. Khishfe
8. G. Venville

In Education

1. Ravit Golan Duncan
2. Brian J. Reiser
3. Mariana Hagberg
4. N. Gericke
5. V. Dawson
6. William A. Sandoval
7. R. Khishfe
8. Manu Kapur

In Molecular Biology

1. Brian J. Reiser
2. Mariana Hagberg
3. Ravit Golan Duncan
4. N. Gericke
5. V. Dawson

Citations in the corpus

• An Exploration of High School (12–17 Year Old) Students' Understandings of, and Attitudes Towards Biotechnology Processes (2007, background): “Although a number of recent studies (Lewis & Kattmann, 2004; Venville, Gribble, & Donovan, 2005) have examined the development of school students’ understandings of the concept of the gene, as far as the authors are aware there is no published research about changes in high school students’…”
• Definition of historical models of gene function and their relation to students’ understanding of genetics (2007, background): “Another finding by Lewis and Kattmann (2004) was that the students stated that genes determined characteristics, but they did not hold any coherent understanding of the biological mechanisms that explains how this might be achieved.”
• The Role of Domain-Specific Knowledge in Generative Reasoning About Complicated Multileveled Phenomena (2007, background): “Lewis and Kattmann (2004) have similarly shown that students do not always differentiate between the genotype and phenotype and use the terms gene and trait synonymously suggesting a superficial understanding of genes and their biological role.”
• Reasoning across Ontologically Distinct Levels: Students' Understandings of Molecular Genetics. (2007, background): “To explain how genes can bring about an observable physical effect, such as brown eye color, one needs to account for the mechanisms that link the genetic information to the physical outcome (Lewis & Kattmann, 2004).”