Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms-Reference-Cited by-同舟云学术

Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms

Published:2010-04-01 Issue:4 Volume:72 Page:225-230
ISSN:0002-7685
Container-title:The American Biology Teacher
language:en
Short-container-title:

Author:

Alozie Nonye¹,Eklund Jennifer²,Rogat Aaron³,Krajcik Joseph⁴

Affiliation:

1. NONYE ALOZIE is a Postdoctoral Fellow in the Institute of Environmental Health Sciences, Division of Research at Wayne State University, Eugene Applebaum Pharmacy and Allied Health Bldg., 259 Mack Ave., Room 4505, Detroit, MI 48201.

2. JENNIFER EKLUND is a visiting professor at Western State College of Colorado. AARON ROGAT is a senior scientist at Teachers College, Columbia University, 525 W. 120th St., New York, NY 10027-6696.

3. AARON ROGAT is a senior scientist at Teachers College, Columbia University, 525 W. 120th St., New York, NY 10027-6696.

4. JOSEPH KRAJCIK is Associate Dean for Research in the School of Education, University of Michigan.

Abstract

How can science instruction help students and teachers engage in relevant genetics content that stimulates learning and heightens curiosity? Project-based science can enhance learning and thinking in science classrooms. We describe how we use project-based science features as a framework for a genetics unit, discuss some of the challenges encountered, and provide suggestions for enactment. This serves as an example of how project-based approaches can be integrated into high school science classrooms.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Link

http://online.ucpress.edu/abt/article-pdf/72/4/225/55545/abt_2010_72_4_5.pdf

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