Linguistic Challenges in Mendelian Genetics: Teachers’ Talk in Action

Abstract

This study investigates Swedish teachers’ use of language when teaching Mendelian genetics in compulsory school. The primary objective of the study is to explore how teachers use the related concepts gene, allele, and anlag (a Swedish variant of the German word anlage) and how these are related to trait, central relations that have been identified as problematic in genetics education. Four teachers were recorded while teaching genetics. The empirical data consist of 45 recorded lessons. The teachers’ verbal communications were analyzed using a linguistic framework called thematic pattern analysis. The results showed a predominant use of the word anlag over gene, whereas there was a total lack of use of the word allele. The word anlag was used to mean both gene and trait. Anlag was also used as a synonym for allele. The teachers’ language conveyed four categories of meanings regarding the gene‐to‐trait relationship: genes control traits, are identified by traits, have traits, or are traits. This study thus highlights several linguistic challenges in the teaching of Mendelian genetics that might affect students’ learning. Moreover, the study exemplifies how a linguistics methodology can be used to investigate science teaching. © 2013 Wiley Periodicals, Inc. Sci Ed 97:695–722, 2013

Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors

“…In previous research, it has been shown that this conflation is common in textbook discourse worldwide (Aivelo and Uitto 2015;Gericke and Hagberg 2010a, b;Santos et al 2012) and that high school biology students lack the scientific understanding to discern between different models in genetics Gericke and Wahlberg 2013). Also, teachers conflate them in their talk while teaching (Thörne et al 2013). Based on these findings and previous arguments, we can make the assumption that more advanced understanding in genetics could counteract genetic deterministic beliefs.…”

As Symbol as That: Inconsistencies in Symbol Systems of Alleles in Textbooks, and Students’ Justifications for Them

“…It is important to point out that while we did record several instances in which type 2 students could not recall key terms (such as co-dominance) and made improper use of others during the interview, they did make proper use of several terms which are considered a source of confusion in genetics education. For example, we could recognize in all students' discourse a clear separation between genes and alleles, a known hurdle in the biology classroom for both students and teachers [25,26,34]. Furthermore, we do acknowledge that we have no ability, in this study, to determine whether the use of several symbol systems in the classroom confused students and prevented them from using deep-level reasoning.…”

O QUE ESTUDANTES DO ENSINO MÉDIO PENSAM SOBRE GENÉTICA? Concepções discentes baseada na Análise de conteúdo

“…Há uma série de conjuntos que podem ser apontados como dificuldades para o ensino e aprendizagem de genética, anteriormente supracitadas, porém, há também esforços para ajudar em sua melhoria (SCHEID;FERRARI, 2006;KNIPPELS;WAARLO;BOERSMA, 2005;WILLIAMS et al, 2012;KALAS et al, 2013;THÖRNE;GERICKE;HAGBERG, 2013;PROCHAZKA;FRANZOLIN, 2018), como a formação continuada do docente que concede ao mesmo maior autonomia nas tomadas de decisões e que o ajuda no ensino dos conteúdos, inclusive os de genética.…”