As a part of early science education, biogenetics is one of the critical components. Usually, the course is taught at the middle school at the earliest (Committee on the Science of Children Birth to Age 8, 2015). There may be specific difficulties for adolescent students who are first exposed to genetics knowledge, from cognition to knowledge reserve. In addition, understanding its basic concepts may require the lecturer to adopt certain methods and skills (Hirsh et al., 2020). Due to the abstract nature of genetics, this is more challenging for students of this age.
Değirmencioğlu, U. (2021). The impact of teacher self-efficacy on teaching techniques: Traditional or contemporary? European Journal of English Language Teaching, 6(3):201-216. DOI: http://dx.doi.org/10.46827/ejel.v6i3.3662
Dudlicek, L.L., Gettig, E.A., Etzel, K.R., & Hart, T.C. (2004). Status of genetics education in U.S. dental schools. Journal of Dental Education, 68(8):809-818.
Hirsh, A., Nilholm, C., Roman, H., Forsberg, E., & Sundberg, D. (2020). Reviews of teaching methods – Which fundamental issues are identified? Education Inquiry, In press. DOI: http://dx.doi.org/10.1080/20004508.2020.1839232
Jungert, T., & Rosander, M. (2010). Self-efficacy and strategies to influence the study environment. Teaching in Higher Education, 15(6):647-659. DOI: http://dx.doi.org/10.1080/13562517.2010.522080
Kılıç Mocan, D. (2021). What do students really understand? Secondary education students’ conceptions of genetics. Science Insights Education Frontiers, 10(2):1405- 1422. DOI: http://dx.doi.org/10.15354/sief.21.or061
Monsen, R.B. (1999). State of the art: Interdisciplinary collaboration for health professional education in genetics. Biological Research for Nursing, 1(2):119-121. DOI: http://dx.doi.org/10.1177/109980049900100209
National Research Council (US) Panel to Review the Status of Basic Research on School- Age Children; Collins WA, editor. (1984). Development during Middle Childhood: The Years from Six to Twelve. Washington (DC): National Academies Press (US); Chapter 3, Cognitive Development in School-Age Children: Conclusions and New Directions. Available at: https://www.ncbi.nlm.nih.gov/books/NBK216774/
Sanders, R.A. (2013). Adolescent psychosocial, social, and cognitive development. Pediatrics in Review, 34(8):354-358; quiz 358-359. DOI: http://dx.doi.org/10.1542/pir.34-8-354
Sharp, A.C., Brandt, L., Tuft, E.A., & Jay, S. (2016). Relationship of self-efficacy and teacher knowledge for prospective elementary education teachers. Universal Journal of Educational Research, 4(10):2432-2439. DOI: http://dx.doi.org/10.13189/ujer.2016.041022
Shirani Bidabadi, N., Nasr Isfahani, A., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: Requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4):170-178.
Telner, D.E., Carroll, J.C., & Talbot, Y. (2008). Genetics education in medical school: A qualitative study exploring educational experiences and needs. Medical Teacher, 30(2):192-198. DOI: http://dx.doi.org/10.1080/01421590701827353
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.