Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument (original) (raw)

This paper discusses the development and implementation of a two-tier diagnostic instrument aimed at assessing secondary students' understanding of genetics in Australia. The instrument evaluates students' scientific reasoning and conceptions of genetic topics, addressing the challenges posed by alternative conceptions that hinder effective learning. By analyzing students' pre- and post-instruction responses, findings highlight significant insights into student comprehension and the efficacy of interactive teaching methods in genetics education.