Multimodal-representation approach and student conceptual understanding in genetics: Its implications in biodiversity education
Issue Date
1-2011
Abstract
This study investigated the effects of the multimodal-representation approach in teaching college Genetics on students' conceptual understanding and its implications in biodiversity education. A quasi-experimental design was employed in this study where data were gathered from two intact classes of college non-science freshmen from a local university in the Philippines. The study was conducted for a duration of one semester with actual intervention of five weeks, equivalent to 25 hours of lecture and laboratory. Results showed significantly higher scores in the Genetics conceptual understanding of students exposed to the multimodal-representation approach. Prior science knowledge was found to positively correlate with conceptual understanding while gender was found to have no significant correlation with improvement of conceptual understanding. There was also an observed moderate relationship between the students' conceptual understanding and socioeconomic status in favor of those belonging to high socio-economic status. In terms of student perception and preference on various modalities, descriptive representation remained to be the most preferred mode while mathematical representation was the least preferred. The role of repeating representations was acknowledged as contributory factor in the learning of difficult concepts and processes in Genetics. The findings of this study could also support greater understanding and appreciation of the importance of biodiversity as a field of study in the area of environmental science education. The multidisciplinary nature of biodiversity as a discipline lends itself to the use of multimodalrepresentation approach as an effective learning platform. The significance of this study is also expected to have an impact on the development of environmental science and biodiversity curricula which are learner-centered that promote critical thinking and better conceptual understanding among the learners. © Rushing Water Publishers Ltd. 2011.
Source or Periodical Title
Asia Life Sciences
ISSN
0117-3375
Page
89-103
Document Type
Article
Language
English
Subject
Biodiversity education, Conceptual understanding, Environmental science education, Multimodal-representation approach, Science literacy, Traditional or expository method
Recommended Citation
Guevara, C.A., & Quimbo, M.A.T. (2011). Multimodal-representation approach and student conceptual understanding in genetics: Its implications in biodiversity education. Asia Life Sciences, 89-103.
Digital Copy
yes