BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Talks.cam//talks.cam.ac.uk// X-WR-CALNAME:Talks.cam BEGIN:VEVENT SUMMARY:Exploring the translation of research into classroom practice: Tra cking the development of 14- to 16-year-olds’ understandings of genetics and inheritance - Pamela M Black\, University of Cambridge DTSTART:20100608T120000Z DTEND:20100608T130000Z UID:TALK25123@talks.cam.ac.uk CONTACT:Filio Constantinou DESCRIPTION:My research explores the development of students’ understand ings of genetics and inheritance\, in the context of health and disease. The study is mixed methods\, quasi-experimental in design and draws from s ocio-cultural theory. Both scholarly and craft knowledge are used to supp ort the research. I worked in close collaboration with a science teacher\ , who taught a sequence of four lessons to two parallel GCSE science class es\, an intervention and a comparison class. The intervention lessons wer e designed to meet identified learning needs. Collaborative group work ta sks\, dialogic teaching and learning processes supported social interactio ns. The comparison class was taught according to the teacher’s usual le sson plans. During each lesson\, systematic observation and audio-recorde rs were used to record student-student\, student-teacher\, and teacher-cla ss ‘talk’. All students completed pre- and post-tests\, with a sub-sa mple of students participating in individual follow-up interviews. The sc ience teacher’s perceptions of the lessons’ (teaching and learning pro cesses\, outcomes and resources) were explored in pre- and post-interventi on interviews.\n\nDuring this session I aim to explore methodological issu es related to the research design\, share details of the coding scheme use d to categorise the teacher’s and students’ conceptual levels of scien tific ‘talk’ and present initial findings from the quantitative and qu alitative analyses.\n LOCATION:Room GS4\, Donald McIntyre Building\, Faculty of Education\, 184 Hills Road\, Cambridge END:VEVENT END:VCALENDAR