Traits, genes, particles and information: re‐visiting students’ understandings of genetics

Findings from a study of 10 German students aged 15–19, using problem‐centred interviews, suggest that many students hold an ‘everyday’ conception of genes as small, trait‐bearing, particles. Analysis of this notion identified a number of ways in which such a view might restrict the ability of students to develop an understanding of the scientific explanation. For example, if genes are equated with trait there is no clear distinction between genotype and phenotype, and hence little need to consider a mechanism by which a gene could be expressed in the phenotype. This everyday perspective provided a plausible explanation of the difficulties and misconceptions found, after formal teaching of genetics, in a survey of 482 English students aged 14–16 based on written questions and interviews. Drawing on this analysis, an approach to teaching genetics and inheritance that takes account of students' everyday views is suggested.

[1]  John Leach,et al.  Chromosomes: the missing link — young people's understanding of mitosis, meiosis, and fertilisation , 2000 .

[2]  C. Frith,et al.  Mapping the Mind , 1998 .

[3]  Jenny M. Lewis,et al.  Genes, chromosomes, cell division and inheritance - do students see any relationship? , 2000 .

[4]  Reinders Duit,et al.  Bibliography. Students' Alternative Frameworks and Science Education. 2nd Edition. , 1988 .

[5]  R. Driver,et al.  Children's Ideas in Science , 1985 .

[6]  Reinders Duit,et al.  Students' Alternative Frameworks and Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. , 1991 .

[7]  E. Banet,et al.  Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information , 2000 .

[8]  David F. Treagust,et al.  Exploring Conceptual Change in Genetics Using a Multidimensional Interpretive Framework. , 1998 .

[9]  Reinders Duit,et al.  Conceptual Change Approaches in Science Education , 1999 .

[10]  Robert Hafner,et al.  Extending the conception of “problem” in problem‐solving research , 1991 .

[11]  P. Hewson,et al.  Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .

[12]  John Leach,et al.  Young peoplea's understanding of the nature of genetic information in the cells of an organism , 2000 .

[13]  John Leach,et al.  What's in a cell? — young people's understanding of the genetic relationship between cells, within an individual , 2000 .

[14]  Douglas A. Roberts,et al.  The place of qualitative research in science education , 1982 .

[15]  M.C.P.J. Knippels,et al.  Coping with the abstract and complex nature of genetics in biology education : The yo-yo learning and teaching strategy , 2002 .

[16]  John Leach,et al.  All in the genes? — young people's understanding of the nature of genes , 2000 .

[17]  John L. Rudolph,et al.  Considering the nature of scientific problems when designing science curricula , 2001 .

[18]  R. Driver,et al.  Students’ conceptions and the learning of science , 1989 .