Developing Graduate Student's Knowledge of Hardy-Weinberg Equilibrium Through Lesson Study | NSTA

Developing Graduate Student's Knowledge of Hardy-Weinberg Equilibrium Through Lesson Study

Journal of College Science Teaching—September/October 2012

A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg Equilibrium in undergraduate biology.

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