Dynamics of Conceptual Change in the Biology Classroom: A Multidimensional Interpretive Framework

Abstract

This study investigated high school students’ conceptions of genes during a two-week study on inheritance using a multidimensional framework of conceptual change from ontological, socially effective and epistemological perspectives. Specifically, the study attempted to establish students’ ontological perspective of the concept of the gene, investigated conceptual change about genes from the students’ cognitive framework, and then examined this ontological conception from both social/affective and epistemological perspectives.

The sample for the study consisted of three high school biology classes in two different schools in Zamboanga City. These are two public urban nonscience high schools with special science classes and a private nonsectarian coeducational science high school. The three classes consisted of mixed-ability second-year high school students (ages 14-15) who do not study genetics previously and who were taught by experienced biology teachers.

The research design is qualitative-quantitative. The data were gathered through student worksheets given before and at the end of the unit, observations of lessons, videotape and audiotape recordings of classroom discourse and detailed student interviews at the end of the unit.