Key+Concepts+and+Contexts

The module we are developing is targeted to specific curricular goals based on the Saskatchewan learning objectives for grade 12 biology. These goals include both conceptual understandings, along with broader scientific/procedural knowledge. The conceptual focus on the genetics unit includes:
 * 1) 1. describe how the genetic code is carried on the DNA
 * 2) 2. describe the contributions to protein synthesis via functions of mRNA, tRNA, amino acids and ribosomes
 * 3) 3. describe the causes and effects of gene mutations
 * 4) 4. examine dominance of genes
 * 5) 5. discuss genetic disorders (Saskatchewan Ministry of Education, 1992)

Procedural knowledge and goals in the project relate to the Nature of Science and collaboration. All Saskatchewan curricula are currently undergoing a renewal and these changes reflect the shift in pedagogical thinking that is needed to prepare our students for a newer age. Renewed K- 9 Saskatchewan science courses specify four goals, or broad statements, identifying what students are expected to know and be able do upon course (Saskatchewan Ministry of Education, 2011). Senior science curricula are yet in the early stages of being rewritten but are expected to continue in this direction. These goals recognize that a successful science program must focus on developing the process of learning by students, not just content mastery, and express the importance of moving towards a new constructivist framework.
 * Understand the Nature of Science and STSE Interrelationships
 * Construct Scientific Knowledge
 * Develop Scientific and Technological
 * Develop Attitudes that Support Scientific Habits of Mind

Cognitive approaches to presenting conceptual material to students is typically very teacher-driven, lecture oriented, with some time given to lab work to verify and experience firsthand basic genetic principles of inheritance (//Drosophila// breeding experiments are common). Converting this content into an online module is a relatively simple task if the approach to instruction is left unchanged. Posting text-based content, or even video-lessons, into an LMS is straight-forward. Online genetics simulations, such as found at [] can easily replace standard lab work. Research shows that student motivation is critical to their success, and this is made even more important when dealing with online learning (as cited in Sansone, Fraughton, Zachary, Butner, & Heiner, 2011, p. 200). Our challenge, however, will be to demonstrate a pedagogical shift in this approach, to a contructivist, student-centered approach, and to do so in an online environment. From a scientific literacy point of view, it is equally important to ensure students make the connection from the text they are reading to their existing schemata (Tovani, 2005). Thus, activities and modules will be designed to demonstrate how objectives can lend themselves to the daily lives of the students, with concept maps playing an integral part (Novak, 2003). The proposed context for learning the conceptual outcomes of the project will be based on inquiry and practice fields, where aspects of problem based learning will provide motivation and meaningful learning (Araz & Sungur, 2007).

The constructivist approach that we are proposing, although set in sound pedagogy, does have its problems. The reality is that constructivist methodologies are not always the most efficient ways to learn and they carry with them other tangible drawbacks such as increased workload on instructors and course designers (Airasian & Walsh, 1997). Not only may course or lesson preparations take longer to create, but more attention may be required for students to ensure that they have constructed meanings which make sense in a broad context. This ties in with an increased role in assessment for learning. Assessment for learning has been shown to be one of the most effective ways to increase student learning (Black, Harrison, Lee, Marshall, & Wiliam, 2004), and is a type of assessment that should be followed regardless of whether a constructivist environment is created or not. However, the success of a constructivist environment depends on strong formative assessment to ensure that targeted learning is achieved (Airasian & Walsh, 1997). If formative assessment and feedback are not done properly, the students will be in danger of carrying misconceptions in their new knowledge (Novak, 2003).