Dissertation/Thesis Abstract

Using conceptual flows to design and implement high school genetics content
by Wiley, Brett G., M.S.Ed., California State University, Long Beach, 2011, 211; 1504553
Abstract (Summary)

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.

Indexing (document details)
Advisor: Zwiep, Susan Gomez
Commitee:
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/03M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Secondary education, Science education
Keywords:
Publication Number: 1504553
ISBN: 978-1-124-99495-6
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