Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information

By E. Banet, E. Ayuso. 2000

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Teaching of biological inheritance and evolution of living beings in secondary school (2003, methodology): “The first is the model for designing teaching units in the field of science proposed by Sánchez and Valcárcel (1993), subsequently modified and applied in several studies in the Spanish educational system (Banet and Núñez 1997, Saura 1996, Martı́nez Segura 1997, Sánchez et al. 1997, Banet and A”
Traits, genes, particles and information: re‐visiting students’ understandings of genetics (2004, background): “Banet and Ayuso (2000), restricting themselves to the location of inheritance, use knowledge of students’ common understandings and pre-conceptions to critique the ‘traditional’ teaching approach and to inform the development of a more effective alternative.”
Definition of historical models of gene function and their relation to students’ understanding of genetics (2007, background): “In this field less is done, but we consider the following references the best representatives (Hallde ´ n 1990; Pashley 1994; Martins and Ogborn 1997; Venville and Treagust 1998; Banet and Ayuso 2000; Lewis et al. 2000a, b; Lewis and Wood-Robinson 2000; Marbach-Ad and Stavy 2000; Wood-Robinson et ”