|Franke, G; Bogner, FX: Conceptual change in students´ molecular biology education: Tilting at windmills?, The Journal of Educational Research(104), 1-14 (2011)|
A hands-on instructional approach with medium achieving 10th graders (N = 294) successfully demonstrated the achievement of a conceptual change. Two teaching variations were applied (I-1, I-2), both dealing with a hands-on gene technology lesson in an out-of-school laboratory. I-2 additionally confronted the participants with alternative conceptions to some of the central issues involved in gene technology following a constructivist teaching model. We monitored the percentage of alternative conceptions by pre-, post- and delayed-post-tests. In the long-term, I-2 abandoned more of their alternative conceptions in favour of the orthodox scientific view. Furthermore, a gender effect appeared: In the short-term, more boys within I-2 were forced to shift to more scientific conceptions. Girls filed their alternative conceptions also in the long-term, independently of the applied instructional method.