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Table 1.
Summary of published mitosis and meiosis modeling instructional approaches. Columns on the right half of the table indicate whether the article reports a measure of student performance and/or data regarding student perceptions of the instructional approach described. When such information has been included in the article, a brief description is provided.
ReferenceMaterials Used in Modeling ApproachStudent Performance Data Included in Article?Student Perceptions Data Included in Article?
Mathis, 1979  Audio tapes and manipulable cell models Yes, 5 knowledge-recall items, 5 comprehension- or application-level items Yes, Likert scale 
Coleman, 1986  Wooden clothes pegs No No 
McKean & Gibson, 1989  Paper, paper clips, and string No No 
Oakley, 1994  Sweat socks No No 
Levy & Benner, 1995  Ribbons No No 
Stencel, 1995  String and paper No No 
Clark & Mathis, 2000  Yarn, pipe cleaners, clothesline and Petri dishes No Yes, Likert scale and free response 
Harrell, 2001  Velcro, yarn, and adhesive notes No No 
Chinnici et al., 2004  Students as “human chromosomes” Yes, responses to “bonus” questions on exam for extra credit Anecdotal, two student comments from written feedback 
Lock & McDermid, 2005  Pool noodles No Unsolicited student feedback on teaching evaluations 
Stavroulakis, 2005  Sweat socks No Anecdotal 
Chinnici et al., 2006  Sweat socks No Yes, course evaluation comments 
Kreiser & Hairston, 2007  Students as “human chromosomes” Yes, exam scores No 
Wright & Newman, 2011  Sweat socks Yes, exam items and student interviews No 
Luo, 2012  Springs No Yes 
ReferenceMaterials Used in Modeling ApproachStudent Performance Data Included in Article?Student Perceptions Data Included in Article?
Mathis, 1979  Audio tapes and manipulable cell models Yes, 5 knowledge-recall items, 5 comprehension- or application-level items Yes, Likert scale 
Coleman, 1986  Wooden clothes pegs No No 
McKean & Gibson, 1989  Paper, paper clips, and string No No 
Oakley, 1994  Sweat socks No No 
Levy & Benner, 1995  Ribbons No No 
Stencel, 1995  String and paper No No 
Clark & Mathis, 2000  Yarn, pipe cleaners, clothesline and Petri dishes No Yes, Likert scale and free response 
Harrell, 2001  Velcro, yarn, and adhesive notes No No 
Chinnici et al., 2004  Students as “human chromosomes” Yes, responses to “bonus” questions on exam for extra credit Anecdotal, two student comments from written feedback 
Lock & McDermid, 2005  Pool noodles No Unsolicited student feedback on teaching evaluations 
Stavroulakis, 2005  Sweat socks No Anecdotal 
Chinnici et al., 2006  Sweat socks No Yes, course evaluation comments 
Kreiser & Hairston, 2007  Students as “human chromosomes” Yes, exam scores No 
Wright & Newman, 2011  Sweat socks Yes, exam items and student interviews No 
Luo, 2012  Springs No Yes 
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