What do Students Really Understand? Secondary Education Students’ Conceptions of Genetics
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Published
Dec 31, 2021
Abstract
Abstract: Individuals with a secondary education should have a knowledge level sufficient to make sense of what they read or hear about genetics, and they should be able to think scientifically in evaluation and decision-making processes. The purpose of this study is to identify the basic understanding of secondary education students about genetic concepts and the reasons for the difficulty of learning and teaching genetics. Semi-structured interviews that include student drawings have been conducted with 24 students to gain a comprehensive perspective on secondary education students’ understanding of the basic concepts of genetics. The answers given by the students to the interview questions and their drawings have been analyzed with content analysis. Qualitative data analyzed with a holistic point of view were collected and evaluated under the categories of ‘DNA, gene and chromosome’ and ‘Cell divisions and heredity relationship.’ As a general result, it has been found that students have inaccurate and inconsistent information about the basic concepts of genetics, have difficulties in establishing relationships between these concepts, and cannot fully understand and explain the processes underlying genetic events. It has been observed that various factors have an effect on this result. It will be possible to support students to develop a more accurate understanding of genetic concepts and issues by working on the weaknesses in genetics teaching, providing an enriched teaching environment with current teaching methods and materials, and moving away from rote learning.
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Keywords
Genetics Teaching, High School Students, Genetic Concepts, Secondary Education
References
Bahar, M., Johnstone, A.H., & Hansell, M.H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2):84-89. DOI: https://doi.org/10.1080/00219266.1999.9655648
Baker, W.P., & Lawson, A.E. (2001). Complex instructional analogies and theoretical concept acquisition in college genetics. Science Education, 85:665-683. DOI: https://doi.org/10.1002/sce.1031
Banet, E., & Ayuso, E. (2000). Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information. Science Education, 84:313-351. DOI: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<313::AID-SCE2>3.0.CO;2-N
Boerwinkel, D.J., Yarden, A. & Waarlo, A.J. (2017). Reaching a consensus on the definition of genetic literacy that ıs required from a twenty-first-century citizen. Science & Education, 26:1087-1114. DOI: https://doi.org/10.1007/s11191-017-9934-y
Cavallo, A.M.L. (1996). Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33(6):625-656. DOI: https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q
Chattopadhyay, A. (2005). Understanding of genetic information in higher secondary students in Northeast India and the implications for genetics education. Cell Biology Education, 4(1):97-104. DOI: https://doi.org/10.1187/cbe.04-06-0042
Cohen, L., Manion, L. & Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. DOI: http://dx.doi.org/10.4324/9780203224342
Dorji, K., Tshering, P., & Dorji, U. (2017). Understanding of genetic entities: Exploration of Bhutanese students’ conceptual status. Rabsel - the CERD Educational Journal, 18(2):11-25.
Duncan, R.G., & Reiser, B.J. (2007). Reasoning across ontologically distinct levels: Students’ understanding of molecular genetics. Journal of Research in Science Teaching, 44(7):938-959. DOI: https://doi.org/10.1002/tea.20186
Finley, F.N., Stewart, J., & Yarroch, W.L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66(4):531-538. DOI: https://doi.org/10.1002/sce.3730660404
Gropengiesser, H. (2001). Didaktische Rekonstruktion des Sehens, Didaktisches Zentrum, Oldenburg, 240s.
Hackling, M.W., & Treagust, D. (1984). Research data necessary for meaningful review of grade ten high school genetics curricula. Journal of Research in Science Teaching, 21(2):197-209. DOI: https://doi.org/10.1002/tea.3660210210
Haskel-Ittah, M., Duncan, R.G., Vazquez-Ben, L., & Yarden, A. (2020). Reasoning about genetic mechanisms: Affordances and constraints for learning. Journal of Research in Science Teaching, 57:342-367. DOI: https://doi.org/10.1002/tea.21595
Haskel-Ittah, M., Duncan, R.G., & Yarden, A. (2020). Students’ understanding of the dynamic nature of genetics: characterizing undergraduates’ explanations for interaction between genetics and environment. CBE-Life Sciences Education, 19(3):1-13. DOI: https://doi.org/10.1187/cbe.19-11-0221
Hott, A.M., Huether, C.A., McInerney, J.D., Christianson, C., Fowler, D., Bender, H., Karp, R. (2002). Genetics content in introductory biology courses for non-science majors: Theory and practice. BioScience, 52(11):1024-1035. DOI: https://doi.org/10.1641/0006-3568(2002)052[1024:GCIIBC]2.0.CO;2
Johnson, S.K. & Stewart, J. (2002). Revising and assessing explanatory models in high school genetics class: A comparison of unsuccessful and successful performance. Science Education, 86:463-480. DOI: https://doi.org/10.1002/sce.10015
Johnstone, A.H., & Mahmoud N.A. (1980). Isolating topics of high perceived difficulty in school biology. Journal of Biological Education, 14(2):163-166. DOI: https://doi.org/10.1080/00219266.1980.10668983
Kablan, H. (2004). An analysis of high school students learning difficulties in biology. Master Dissertation. Middle East Technical University, Ankara.
Kawasaki, H., Kawasaki, M., Iki, T., & Matsuyama, R. (2021). Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: A pilot study. BMC Nursing, 20(31). In press. DOI: https://doi.org/10.1186/s12912-021-00549-8
Kılıç, D., & Sağlam, N. (2014). Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2):63-70, DOI: https://doi.org/10.1080/00219266.2013.837402
Kılıç, D., & Sağlam, N. (2009). Development of a two-tier diagnostic test to determine students’ understanding of concepts in genetics. Eurasian Journal of Educational Research, 36:227-244.
Kindfield, A.C.H. (1991). Confusing chromosome number and structure: A common student error. Journal of Biological Education, 25(3):193-200. DOI: https://doi.org/10.1080/00219266.1991.9655206
Knippels, M.P.J., Waarlo, A.J., & Boersma, K.T. (2005), Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3):108-112. DOI: https://doi.org/10.1080/00219266.2005.9655976
Lewis, J., Leach, J., & Wood-Robinson, C. (2000a). What’s in a cell? - Young people’s understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3):129-132. DOI: https://doi.org/10.1080/00219266.2000.9655702
Lewis, J., Leach, J., & Wood-Robinson, C. (2000b). Chromosomes: the missing link - young people’s understanding of mitosis, meiosis, and fertilisation. Journal of Biological Education, 34(4):189-199. DOI: https://doi.org/10.1080/00219266.2000.9655717
Lewis, J., Leach, J., & Wood-Robinson, C. (2000c). All in the genes? - Young people’s understanding of the nature of genes. Journal of Biological Education, 34(2):74-79. DOI: https://doi.org/10.1080/00219266.2000.9655689
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? International Journal of Science Education, 22(2):177-195. DOI: https://doi.org/10.1080/095006900289949
Marbach-Ad, G. (2001). Attempting to break the code in student comprehension of genetic concepts. Journal of Biological Education, 35(4):183-189. DOI: https://doi.org/10.1080/00219266.2001.9655775
Marbach-Ad, G., & Stavy, R. (2000). Students’ cellular and molecular explanations of genetic phenomena. Journal of Biological Education, 34(4):200-205. DOI: https://doi.org/10.1080/00219266.2000.9655718
Mayring, P. (2002). Einführung in die Qualitative Sozialforschung (5. Aufl.). Weinheim, Basel.
McLellan, E., MacQueen K.M., & Neidig J.L. (2003). Beyond the qualitative interview: Data preparation and transcription. Field Methods, 15(1):63-84. DOI: https://doi.org/10.1177/1525822X02239573
Okebukola, P.A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept-mapping technique. Journal of Research in Science Teaching, 27(5):493-504. DOI: https://doi.org/10.1002/tea.3660270508
Orcajo, T.I., & Aznar, M.M. (2005). Solving problems in genetics II: Conceptual restructuring. International Journal of Science Education, 27(12):1495-1519. DOI: https://doi.org/10.1080/09500690500186584
Pearson, J.T., & Hughes, W.J. (1988a). Problems with the use of terminology in genetics education: 1, a literature review and classification scheme. Journal of Biological Education, 22(3):178-182. DOI: https://doi.org/10.1080/00219266.1988.9654979
Pearson, J.T., & Hughes, W.J. (1988b). Problems with the use of terminology in genetics education: 2, some examples from published materials and suggestions for rectifying the problem. Journal of Biological Education, 22(4):267-274. DOI: https://doi.org/10.1080/00219266.1988.9654999
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2005). Understanding molecular genetics through a drawing-based activity. Journal of Biological Education, 39(4):174-178. DOI: https://doi.org/10.1080/00219266.2005.9655992
Stewart, J.H. (1982). Difficulties experienced by high school students when learning basic Mendelian genetics. The American Biology Teacher, 44(2):80-89. DOI: https://doi.org/10.2307/4447413
Stewart, J. & Dale, M. (1989). High school students’ understanding of chromosome/gene behavior during meiosis. Science Education, 73(4):501-521. DOI: https://doi.org/10.1002/sce.3730730410
Tekkaya, C., Özkan, Ö., Sungur, S., & Uzuntiryaki, E. (2001). Biology concepts perceived as difficult by Turkish high school students. Hacettepe University Journal of Education, 21:145-150. https://dergipark.org.tr/tr/pub/hunefd/issue/7817/102689
Venville, G.J., & Treagust, D.F. (1998). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35(9):1031-1055. DOI: https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1031::AID-TEA5>3.0.CO;2-E
Venville, G., Gribble, S.J., & Donovan, J. (2005). An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89:614-633. DOI: https://doi.org/10.1002/sce.20061
Wandersee, J.H. (1985). Can the history of science help students educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7):581-597. DOI: https://doi.org/10.1002/tea.3660230703
Wood-Robinson, C., Lewis, J., & Leach, J. (2000). Young people’s understanding of the nature of genetic information in the cells of an organism. Journal of Biological Education, 35(1):29-36. DOI: https://doi.org/10.1080/00219266.2000.9655732
Baker, W.P., & Lawson, A.E. (2001). Complex instructional analogies and theoretical concept acquisition in college genetics. Science Education, 85:665-683. DOI: https://doi.org/10.1002/sce.1031
Banet, E., & Ayuso, E. (2000). Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information. Science Education, 84:313-351. DOI: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<313::AID-SCE2>3.0.CO;2-N
Boerwinkel, D.J., Yarden, A. & Waarlo, A.J. (2017). Reaching a consensus on the definition of genetic literacy that ıs required from a twenty-first-century citizen. Science & Education, 26:1087-1114. DOI: https://doi.org/10.1007/s11191-017-9934-y
Cavallo, A.M.L. (1996). Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33(6):625-656. DOI: https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q
Chattopadhyay, A. (2005). Understanding of genetic information in higher secondary students in Northeast India and the implications for genetics education. Cell Biology Education, 4(1):97-104. DOI: https://doi.org/10.1187/cbe.04-06-0042
Cohen, L., Manion, L. & Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. DOI: http://dx.doi.org/10.4324/9780203224342
Dorji, K., Tshering, P., & Dorji, U. (2017). Understanding of genetic entities: Exploration of Bhutanese students’ conceptual status. Rabsel - the CERD Educational Journal, 18(2):11-25.
Duncan, R.G., & Reiser, B.J. (2007). Reasoning across ontologically distinct levels: Students’ understanding of molecular genetics. Journal of Research in Science Teaching, 44(7):938-959. DOI: https://doi.org/10.1002/tea.20186
Finley, F.N., Stewart, J., & Yarroch, W.L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66(4):531-538. DOI: https://doi.org/10.1002/sce.3730660404
Gropengiesser, H. (2001). Didaktische Rekonstruktion des Sehens, Didaktisches Zentrum, Oldenburg, 240s.
Hackling, M.W., & Treagust, D. (1984). Research data necessary for meaningful review of grade ten high school genetics curricula. Journal of Research in Science Teaching, 21(2):197-209. DOI: https://doi.org/10.1002/tea.3660210210
Haskel-Ittah, M., Duncan, R.G., Vazquez-Ben, L., & Yarden, A. (2020). Reasoning about genetic mechanisms: Affordances and constraints for learning. Journal of Research in Science Teaching, 57:342-367. DOI: https://doi.org/10.1002/tea.21595
Haskel-Ittah, M., Duncan, R.G., & Yarden, A. (2020). Students’ understanding of the dynamic nature of genetics: characterizing undergraduates’ explanations for interaction between genetics and environment. CBE-Life Sciences Education, 19(3):1-13. DOI: https://doi.org/10.1187/cbe.19-11-0221
Hott, A.M., Huether, C.A., McInerney, J.D., Christianson, C., Fowler, D., Bender, H., Karp, R. (2002). Genetics content in introductory biology courses for non-science majors: Theory and practice. BioScience, 52(11):1024-1035. DOI: https://doi.org/10.1641/0006-3568(2002)052[1024:GCIIBC]2.0.CO;2
Johnson, S.K. & Stewart, J. (2002). Revising and assessing explanatory models in high school genetics class: A comparison of unsuccessful and successful performance. Science Education, 86:463-480. DOI: https://doi.org/10.1002/sce.10015
Johnstone, A.H., & Mahmoud N.A. (1980). Isolating topics of high perceived difficulty in school biology. Journal of Biological Education, 14(2):163-166. DOI: https://doi.org/10.1080/00219266.1980.10668983
Kablan, H. (2004). An analysis of high school students learning difficulties in biology. Master Dissertation. Middle East Technical University, Ankara.
Kawasaki, H., Kawasaki, M., Iki, T., & Matsuyama, R. (2021). Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: A pilot study. BMC Nursing, 20(31). In press. DOI: https://doi.org/10.1186/s12912-021-00549-8
Kılıç, D., & Sağlam, N. (2014). Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2):63-70, DOI: https://doi.org/10.1080/00219266.2013.837402
Kılıç, D., & Sağlam, N. (2009). Development of a two-tier diagnostic test to determine students’ understanding of concepts in genetics. Eurasian Journal of Educational Research, 36:227-244.
Kindfield, A.C.H. (1991). Confusing chromosome number and structure: A common student error. Journal of Biological Education, 25(3):193-200. DOI: https://doi.org/10.1080/00219266.1991.9655206
Knippels, M.P.J., Waarlo, A.J., & Boersma, K.T. (2005), Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3):108-112. DOI: https://doi.org/10.1080/00219266.2005.9655976
Lewis, J., Leach, J., & Wood-Robinson, C. (2000a). What’s in a cell? - Young people’s understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3):129-132. DOI: https://doi.org/10.1080/00219266.2000.9655702
Lewis, J., Leach, J., & Wood-Robinson, C. (2000b). Chromosomes: the missing link - young people’s understanding of mitosis, meiosis, and fertilisation. Journal of Biological Education, 34(4):189-199. DOI: https://doi.org/10.1080/00219266.2000.9655717
Lewis, J., Leach, J., & Wood-Robinson, C. (2000c). All in the genes? - Young people’s understanding of the nature of genes. Journal of Biological Education, 34(2):74-79. DOI: https://doi.org/10.1080/00219266.2000.9655689
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? International Journal of Science Education, 22(2):177-195. DOI: https://doi.org/10.1080/095006900289949
Marbach-Ad, G. (2001). Attempting to break the code in student comprehension of genetic concepts. Journal of Biological Education, 35(4):183-189. DOI: https://doi.org/10.1080/00219266.2001.9655775
Marbach-Ad, G., & Stavy, R. (2000). Students’ cellular and molecular explanations of genetic phenomena. Journal of Biological Education, 34(4):200-205. DOI: https://doi.org/10.1080/00219266.2000.9655718
Mayring, P. (2002). Einführung in die Qualitative Sozialforschung (5. Aufl.). Weinheim, Basel.
McLellan, E., MacQueen K.M., & Neidig J.L. (2003). Beyond the qualitative interview: Data preparation and transcription. Field Methods, 15(1):63-84. DOI: https://doi.org/10.1177/1525822X02239573
Okebukola, P.A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept-mapping technique. Journal of Research in Science Teaching, 27(5):493-504. DOI: https://doi.org/10.1002/tea.3660270508
Orcajo, T.I., & Aznar, M.M. (2005). Solving problems in genetics II: Conceptual restructuring. International Journal of Science Education, 27(12):1495-1519. DOI: https://doi.org/10.1080/09500690500186584
Pearson, J.T., & Hughes, W.J. (1988a). Problems with the use of terminology in genetics education: 1, a literature review and classification scheme. Journal of Biological Education, 22(3):178-182. DOI: https://doi.org/10.1080/00219266.1988.9654979
Pearson, J.T., & Hughes, W.J. (1988b). Problems with the use of terminology in genetics education: 2, some examples from published materials and suggestions for rectifying the problem. Journal of Biological Education, 22(4):267-274. DOI: https://doi.org/10.1080/00219266.1988.9654999
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2005). Understanding molecular genetics through a drawing-based activity. Journal of Biological Education, 39(4):174-178. DOI: https://doi.org/10.1080/00219266.2005.9655992
Stewart, J.H. (1982). Difficulties experienced by high school students when learning basic Mendelian genetics. The American Biology Teacher, 44(2):80-89. DOI: https://doi.org/10.2307/4447413
Stewart, J. & Dale, M. (1989). High school students’ understanding of chromosome/gene behavior during meiosis. Science Education, 73(4):501-521. DOI: https://doi.org/10.1002/sce.3730730410
Tekkaya, C., Özkan, Ö., Sungur, S., & Uzuntiryaki, E. (2001). Biology concepts perceived as difficult by Turkish high school students. Hacettepe University Journal of Education, 21:145-150. https://dergipark.org.tr/tr/pub/hunefd/issue/7817/102689
Venville, G.J., & Treagust, D.F. (1998). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35(9):1031-1055. DOI: https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1031::AID-TEA5>3.0.CO;2-E
Venville, G., Gribble, S.J., & Donovan, J. (2005). An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89:614-633. DOI: https://doi.org/10.1002/sce.20061
Wandersee, J.H. (1985). Can the history of science help students educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7):581-597. DOI: https://doi.org/10.1002/tea.3660230703
Wood-Robinson, C., Lewis, J., & Leach, J. (2000). Young people’s understanding of the nature of genetic information in the cells of an organism. Journal of Biological Education, 35(1):29-36. DOI: https://doi.org/10.1080/00219266.2000.9655732
How to Cite
Kılıç Mocan D. (2021). What do Students Really Understand? Secondary Education Students’ Conceptions of Genetics. Science Insights Education Frontiers, 10(2), 1405–1422. https://doi.org/10.15354/sief.21.or061
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