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Evaluating a Genetics Concept Inventory
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Author(s): Felicia Zhang (University of Canberra, Australia)and Brett Andrew Lidbury (Australian National University, Australia)
Copyright: 2012
Pages: 13
Source title:
Sustainable Language Support Practices in Science Education: Technologies and Solutions
Source Author(s)/Editor(s): Felicia Zhang (University of Canberra, Australia), Brett Andrew Lidbury (Australian National University, Australia), Alice Marion Richardson (University of Canberra, Australia), Brian Francis Yates (University of Tasmania, Australia), Michael Guy Gardiner (University of Tasmania, Australia), Adam James Bridgeman (University of Sydney, Australia), Jurgen Schulte (University of Technology, Sydney, Australia), John Cameron Rodger (University of Newcastle, Australia)and Karen Elizabeth Mate (University of Newcastle, Australia)
DOI: 10.4018/978-1-61350-062-0.ch005
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Abstract
This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.
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