Cat II A Background Knowledge Probe

Teacher:Cheryl Hudson

Context:

Used for a 10th grade biology class studying genetics.

Background:

The intent of the questions was to elicit students’ current knowledge related to genetics before beginning a three week unit. The specific teaching goal addressed is TGI Goal 19: Learn concepts and theories in this subject (genetics). The purpose of the probe was to identify the possible underlying genetics misconceptions students harbor in order to be able to address the misconceptions early in the learning cycle. In addition, the student responses served to inform instruction in terms of the level of knowledge related to genetics students have acquired and the necessary sequence of instruction.

Task:

The probe consisted of four open-ended or short response questions that focused on Georgia Performance Standards for Secondary Biology content in genetics.

Question 1: How are biological traits passed on to offspring? (SB2. Students will analyze how biological traits are passed on to successive generations.)

Question 2: What is the structure of a gene and how does a gene function? (SB2 b. Explain the role of DNA in storing and transmitting cellular information.)

Question 3: What are genetic mutations and how are they caused? (SB2 d. Describe the relationship between changes in DNA and potential appearance of new traits.)

Question 4: What role can genetic engineering play in the future? (SB2 f. Examine the use of DNA technology in forensics, medicine, and agriculture.)

Results:

SB2. Question 1:

How are biological traits passed on to offspring?

SB2 b. Question 2:

What is the structure of a gene and how does it function?

SB2 d. Question 3:

What are genetic mutations and how are they caused?

SB2 f.

What role can genetic engineering play in the future?
+2

Substantial

Knowledge

0

0

1

3
+1

Some

Knowledge

10

3

3

3
0

No

Knowledge

6

11

4

7
-1

Erroneous

Knowledge

7

9

15

10

Closing the Loop:

An introduction to the genetics unit at the next class meeting, I will address the Background Knowledge Probe by putting an overhead of the chart that represents the results of the analysis. By modeling and encouraging metacognition, hopefully students will carefully construct learning related to genetics concepts that is founded on sound scientific principles. At the end of each lesson, students in groups will be given a handout with the actual list of responses of the Background Knowledge Probe questions and will discuss and evaluate the statements in terms of whole or part accuracy, no information, and erroneous information.

Reflection:

The results of this Background Knowledge Probe have been profoundly constructive in terms of identifying misconceptions and indicating appropriate adjustments to planned instruction.

Source:

Angelo, A. & K. Cross. 1993. Classroom assessment techniques: A handbook for college teachers. 2nd Ed.  Jossey-Bass: San Francisco.

Shaw, K., Van Horne, K., Zhang, H., & Boughman,J. 2008. Essay contest reveals misconceptions of high school students in genetics. Genetics. 178: 1157-1169. Downloaded on October 4, 2009 from http://www.genetics.org/cgi/content/abstract/178/3/1157

Acknowledgement: The author completed this assessment while a student at Montana State University