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

Lewis, Jenny M.; Kattmann, Ulrich

doi:10.1080/0950069032000072782

Cited by 219 publications

(219 citation statements)

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“…Similar to our analysis, work from Lewis and Kattmann (2004) reveals that students equate genotype and phenotype. Their work suggests that this is at least in part due to an incomplete understanding of genetic terminology.…”

Section: Discussionsupporting

confidence: 57%

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Essay Contest Reveals Misconceptions of High School Students in Genetics Content

et al. 2008

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Section: Discussionsupporting

confidence: 57%

“…Yet, several studies reveal that students fail to critically understand the genetics knowledge taught in the classroom, and this lack of understanding translates to an inability to apply basic knowledge to their everyday lives (Lewis and WoodRobinson 2000;Lewis and Kattmann 2004).…”

mentioning

confidence: 99%

Essay Contest Reveals Misconceptions of High School Students in Genetics Content

et al. 2008

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“…Biology programs in high schools are broad, generally taught in a segmented form and basically prioritize descriptive aspects, encouraging memorization rather than analysis, reflection, and questioning [24]. Our data also corroborate several other studies that demonstrate the low level of understanding of the students of various countries about genetics topics, including inheritance, structural and functional concepts of DNA molecules, and advances in biotechnology [21][22][23]. However, according to the data presented in Table II, after the activities of these trials, most students corrected their flaws, presenting a better performance in the conceptual constructions for all the questions.…”

Section: Resultssupporting

confidence: 86%

A new three‐dimensional educational model kit for building DNA and RNA molecules: Development and evaluation*

Beltramini

Araújo

Oliveira

et al. 2006

Biochem Molecular Bio Educ

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International specialized literature focused on research in biology education is sadly scarce, especially regarding biochemical and molecular aspects. In this light, researchers from this Centre for Structural Molecular Biotechnology developed and evaluated a three-dimensional educational model named "Building Life Molecules DNA and RNA." The development of the model and its evaluation as a potential tool in the teaching-learning process were based on a pilot study involving 226 learners and teachers. Questionnaires were elaborated, containing simple and objective questions, similar to those used in research on science teaching, to orient the evaluation process. Our results show that the model has high educational potential, aiding participants in their conceptual understanding of these molecular structures and their functions, DNA semiconservative replication, and RNA transcription. In addition, it was observed that this model leads students to critical associations of these concepts with actual scientific themes of molecular biology and biotechnology, such as cloning, transgenic organisms, and the genome.

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“…The genotype-phenotype link is frequently discussed in biology education, most often in the context of organizational levels (Knippels, 2002;Koba & Tweed, 2009;Marbach-Ad & Stavy, 2000) and later in difficulties between physical and informational aspects of DNA (Duncan & Reiser, 2007;Lewis & Kattmann, 2004;Tsui & Treagust, 2004). Probably due to this emphasis on the central role of proteins in genotype-phenotype distinction, much of the research has emphasized the understanding of the role of proteins and reserved a much smaller role for environment and development (e.g., Duncan, Freidenreich, Chinn, & Bausch, 2011;Duncan, Rogat, & Yarden, 2009;Williams, Montgomery, & Manokore, 2012).…”

Section: Discussionmentioning

confidence: 99%

Genetic determinism in the Finnish upper secondary school biology textbooks

Aivelo¹,

Uitto²

2015

NorDiNa

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Genetics is a fast-developing field and it has been argued that genetics education is lagging behind. Genetics education has, for example, been suspected of indoctrinating strong genetic determinism. As the updating of the national upper secondary school curricula is about to start, we decided to study how the current curriculum manifests in Finnish biology textbooks. We studied the main four textbooks for historical gene models and definitions of genes using content analysis. Hybrid models were pervasive in textbooks. The textbooks expressed sometimes even strong genetic determinism, which might be linked to the dominance of older historical models in the textbooks. We also found instances of determinism which we call 'weak determinism': genes were depicted as more important factor than environment in relation to the expressed properties. Subsequently, there were no modern gene models found. We suggest gene models should be presented explicitly to reduce misconceptions about genes. We argue that genetics education needs to take more into account than environmental effects and there needs to be more emphasis on the temporal and developmental aspect of genotype-phenotype link. Specifically in Finland this could be done by a more explicit formulation of the national curriculum. IntroductionThere's a wide international pressure to re-examine the contents of genetics education (Dougherty, 2009;Mills Shaw, Van Horne, Zhang, & Boughman, 2008). The canonical contents in genetics in secondary schools usually start with Mendelian patterns of inheritance (Banet & Ayuso, 2000;Dougherty, 2009;Tsui & Treagust, 2010), but this has been questioned as both irrelevant to students' scientific literacy and potentially leading to false ideas of genetic determinism (Santos, Mariane, & El-Hani, 2012;Castéra, Bruguière, & Clément, 2008;Dougherty, 2010; but see Smith & Gericke, 2013 Tuomas Aivelo is PhD student in University of Helsinki. His PhD research is on longitudinal monitoring of parasite dynamics in mouse lemurs by next generation sequencing tools. He has also actively participated in research and development in biology education, including teacher training, development of learning materials and research on genetics education.Anna Uitto is professor of biology education at the Department of Teacher Education, University of Helsinki. Her research focuses on inquiry-based learning, concepts of biology and secondary school teachers' and students' interests and attitudes to biology and their self-efficacy beliefs in biology. She is also conducting research on the education for sustainable development.TUOMAS AIVELO

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

Cited by 219 publications

References 13 publications

Essay Contest Reveals Misconceptions of High School Students in Genetics Content

Essay Contest Reveals Misconceptions of High School Students in Genetics Content

A new three‐dimensional educational model kit for building DNA and RNA molecules: Development and evaluation*

Genetic determinism in the Finnish upper secondary school biology textbooks

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