Abstract
An analysis of the students’ achievement for teaching the genetic subject was done to determine the extent of the understanding of this important topic in the different ways of learning. The study employed an experimental design research where Grade 10 students in a secondary school in Raba–Palestine were exposed to three different approaches. A validated posttest tool with diverse questions was used by the study. Empirical findings from the study revealed that there was a good improvement of the students’ understanding from a medium understanding in the traditional way to a very good understanding in the new one (modeling-based approach). The study revealed that the incorporation of lesson elements such as used drawing, polystyrene sheets, and plastic cubes challenge significantly improved students learning engagement, achievement, and attitude toward learning biology led to a high understanding of biological concepts. It was recommended that teachers should make improvements both in terms of teaching methods in school and rely on traditional one.
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We are grateful to the Directorate of Education Manager and school manager for promoting this research and for granting permission for the work to be reproduced as an article. We would also like to extend our thanks to the teachers, and students who participated in this project.
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Bzour, M., Mohamed Zuki, F., Mispan, M., ELTurk, M., Shalbak, M. (2022). Understanding Different Modes of Teaching the Genetic Material (DNA) Topic for Middle-School Students. In: Khine, M.S. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2400-2_18
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