The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction?

This study uses an learning progression framework that examines what happens to genetics knowledge over an extended period of time after instruction and indicates that classroom time is better spent helping students construct mechanistic explanations of genetic phenomena as opposed to memorizing terminology. PMID: 30335603 [PubMed - in process]
Source: CBE Life Sciences Education - Category: Cytology Authors: Tags: CBE Life Sci Educ Source Type: research