Problem Solving in Genetics: Content Hints Can Help. This work raises provocative questions regarding best practices for teaching problem solving in genetics classrooms. This suggests that different problem-solving processes are associated with success on different course benchmarks. We found a third set of practices, making consecutive conclusion processes, metacognitive processes preceding reasoning and reasoning preceding conclusions to be important for success at both the problem level and on final assessments. using information, drawing a picture, restating the process) as part of problem solving during the semester performed better on final assessments. monitoring, checking, planning) in a row or who engaged in execution steps (e.g. Students who performed multiple metacognitive steps (e.g. Surprisingly, we noted that a different set of processes was associated with course outcomes. At the level of the individual problem, we found that conclusion processes, such as making claims and eliminating possible solutions, was an important interim step and associated with getting a particular problem correct. Building on prior work and given the importance and difficulties associated with genetics problem solving, we used unsupervised statistical methods (k-means clustering and feature selection) to characterize the patterns of processes students use during genetics problem solving and the relationship to proximal and distal outcomes. Prior work indicated that trace data can be leveraged to measure the invisible cognitive processes that undergird learning activities such as problem solving. Problem solving, particularly in disciplines such as genetics, is an essential but difficult competency for students to master.
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