Science as Model Building: Computers and High-School Genetics

A model-based reasoning course designed to allow students to learn the conceptual and strategic knowledge of classical genetics as well as develop insights about the nature of science as an intellectual activity is described.

Abstract

AbstractA view of science teaching as problem posing, problem probing, and persuasion of peers was used to develop a high school genetics course in which powerful simulation software (Genetics Construction Kit) played a key role. Using the Genetics Construction Kit, laboratory experiences, and reading of original research papers in genetics the students experienced what it was like to solve problems where the problems to be solved involved the construction or revision of explanatory models. Model-revising problem solving stands in stark contrast to the model-using problem solving that is typical of so much science instruction. We describe our model-based reasoning course designed to allow students to learn the conceptual and strategic knowledge of classical genetics as well as develop insights about the nature of science as an intellectual activity; a research study on model-revising problem solving that was done in this course; and continuing research in this classroom.