The effect of instruction designed with integral ASIE model on learning of genetics of preservice science teachers

Abstract

This study aims to examine the effect of the use of activities designed by the Integral ASIE
Model to learning about genetics in third grade genetics and biotechnology class of preservice science
teachers and to determine the opinions of preservice teachers regarding this model and implementation
period. The research was conducted with the participation of 39 preservice teachers studying at third
grades of the Department of Science Education, Faculty of Education at a State University in the spring
semester of 2016-2017 education year. While the activities organized with the Integral ASEI Model were
utilized for the preservice teachers included in the experimental group about learning genetics; the
control group was explained about the project in line with the current science curriculum. According to
the findings, it was concluded that the education designed according to Integral ASIE model in genetics
had an effect on enhancing the academic achievement of science preservice teachers in terms of genetics.
The content analysis of data obtained from semi-structured interviews applied to the preservice teachers
in the experimental group support this result.