Abstract
Genetics is known to be one of the most challenging subjects in biology education because of its abstract concepts and processes. Therefore, hands-on experiments in authentic learning environments are supposed to increase comprehensibility and provide otherwise unavailable experiences to students. We applied a hands-on module in an out-of-school gene technology lab, combining experimentation and model work, in order to support the experimental work. In comparing the impact of two different approaches on cognitive achievement, cognitive load and instructional efficiency, we divided our sample (N = 254) into two groups: While both were subjected to the experimental part of the module, the modellers (n = 120) were required to generate a DNA model using assorted handcrafting materials, whereas the model viewers (n = 134) worked with a commercially available school model of DNA structure. Interestingly, the model viewers performed significantly better regarding a mid-term knowledge increase, while individual cognitive load scores during the activity remained similar. Accordingly, the model viewing approach produced significantly higher scores for instructional efficiency, pointing to enhanced cognitive achievement through a more intense perception of the DNA models’ correct contents. While at the first glance our results seem surprising, implications for teaching when models come into play and ways to avoid such discrepancies are discussed. Consequently, recommendations for classroom impacts are presented.
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Acknowledgements
This article reflects only the author’s views and the European Union as well as BMBF are not liable for any use that might be made of information contained herein. Special thanks go to teachers and students involved in this study for their cooperation. We also thank Michael Wiseman for discussing earlier stages of our paper.
Funding
This study was supported by the ‘CREATIONS’ project funded by the European Union’s HORIZON 2020-SEAC-2014-1 Program (Grant: 665917), by the ‘Qualitätsoffensive Lehrerbildung’ Program funded by the German Federal Ministry of Education and Research (BMBF; Grant: 01JA160) and by the University of Bayreuth.
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Appendix. Items of the cognitive load questionnaire monitoring the mental effort during task performance in our gene technology module
Appendix. Items of the cognitive load questionnaire monitoring the mental effort during task performance in our gene technology module
Please appreciate retrospectively your mental effort for the phases of the module on a scale of 1 (very, very low ≙ it was very easy for me) to 9 (very, very high ≙ it was very difficult for me).
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Mierdel, J., Bogner, F.X. Investigations of Modellers and Model Viewers in an Out-of-School Gene Technology Laboratory. Res Sci Educ 51 (Suppl 2), 801–822 (2021). https://doi.org/10.1007/s11165-019-09871-3
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DOI: https://doi.org/10.1007/s11165-019-09871-3