<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tri Jalmo</style></author><author><style face="normal" font="default" size="100%">Tri Suwandi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIOLOGY EDUCATION STUDENTS’ MENTAL MODELS ON GENETIC CONCEPTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">drawing-writing test</style></keyword><keyword><style  face="normal" font="default" size="100%">genetic concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">Mental Models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1529509132.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006).  The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of &quot;genetic materials&quot;, D2/W2 (non-representational drawings/alternative conceptions) on the concept of &quot;heredity&quot;, D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of &quot;gene expression&quot;, D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of &quot;gene regulation in metabolic processes&quot;, and D1/W2 (no understanding/alternative conception) on the concept of &quot;gene regulation of the growth and development of an organisms&quot;. The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">474-485</style></section></record></records></xml>