Conceptual change in students’ understanding of genetics within the students-as-producers approach

This thesis presents research that is grounded in the following statement: ‘A student does not demonstrate that they truly understand material until they use it to produce new knowledge’. The literature review begins with a discussion of different perspectives on conceptual change in science education, and alternative conceptions in genetics in particular, before moving on to analysing engaged learning, dialogic learning, technology-enhanced learning, and the students- as-producers approach. The primary aim of this research, therefore, is to explore students’ conceptual change in their understanding of genetics within the students-as-producers approach. The students-as-producers model, also recognised as ‘students as creators’, or ‘students as change agents’, is claimed to increase students’ learning engagement, allowing students to be more responsible for their own learning and encouraging them to produce learning resources as part of their collaborative work. The research is situated within a social constructionist epistemology, which aligns well with the exploration of conceptual change in science education. Using a multiple-case study methodology and maximum variation sampling criteria, seven Grade 10 students from a Kazakhstani school were interviewed on their conceptions of genetics and collaborative learning, as well as observed, across one academic term, whilst co-creating a digital learning resource on basic genetics for younger students, using tablets and the Explain Everything application. The data were analysed using a scheme by Simpson and Marek (1988) adapted for the analysis of students’ genetic conceptions; using the T-SEDA scheme for the analysis of dialogic interactions; and using a thematic analysis of students’ perceptions about their experience in this research. Findings showed that students’ discussions, while they were engaged in collaborative creation of a digital learning resource, elicited and alerted them to their own alternative conceptions in genetics, often leading to exploratory talk and conceptual change in problematic areas. This suggests that using tablets for an educational purpose productively supported students’ genetics learning. Additionally, for research participants, designing a learning module that would be reused by younger students was a fulfilling experience, increasing students’ self-efficacy, confidence, and motivation for studying science. Students learned to think as designers and improved their digital and collaborative skills, useful for their higher education and career. On a broader scale, this multiple-case study may clarify the importance of the students-as-producers approach, as well as lead to a better understanding of how the intersection of collaborative work, peer tutoring, and technology-enhanced learning can facilitate conceptual change in students’ understanding of science topics.Cambridge Trus