Conceptual flows in education represent a method to organize curriculum in such a way that it fits with the students' natural tendencies to organize knowledge. Having a solid road map through the curriculum is vitally important, allowing the teacher opportunity to critically dissect the material, create more engaging activities, and reflect on student achievement.
High school genetics tends to be difficult for students therefore organizing difficult material more logically can help their processing. This conceptual flow will help teachers examine connections within the curriculum and give a rationale for topic placement and hierarchy in hopes to improve the teacher's ability to organize material and improve student understanding.
|Advisor:||Zwiep, Susan Gomez|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/03M, Masters Abstracts International|
|Subjects:||Teacher education, Secondary education, Science education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
supplemental files is subject to the ProQuest Terms and Conditions of use.