Students' Conceptual Understandings of the Interrelationshipamong Genetics Concepts
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This study explores students’ understanding of genetics concepts focusing on their interrelationship over time (e.g., a pretest, a posttest, a delayed posttest) through concept mapping after a typical genetics instruction (e.g., lectures, problem solving activities). The results indicated that students presented various alternative conceptions regarding genetics concepts (e.g., traits are equal to genes, alleles are part of genes or DNA, chromosomes make up DNA). In addition, students did not appropriately interrelate various genetics concepts together. The difficulty of formulating conceptual interconnectedness among genetics concepts caused the statistically significant decay of the mean scores in the delayed posttest even though students significantly increased their scores in the posttest. Subsequently, findings demonstrated that students failed to develop a meaningful understanding of genetics concepts. This study suggests that articulating each genetics concept's structure and function with relationship with other concepts, and further providing an opportunity to connect diverse levels of genetics concepts from macro, to micro, and to symbolic are crucial for facilitating students’ comprehensive and deeper understanding of genetics.
Abstract
This study explores students’ understanding of genetics concepts focusing on their interrelationship over time (e.g., a pretest, a posttest, a delayed posttest) through concept mapping after a typical genetics instruction (e.g., lectures, problem solving activities). The results indicated that students presented various alternative conceptions regarding genetics concepts (e.g., traits are equal to genes, alleles are part of genes or DNA, chromosomes make up DNA). In addition, students did not appropriately interrelate various genetics concepts together. The difficulty of formulating conceptual interconnectedness among genetics concepts caused the statistically significant decay of the mean scores in the delayed posttest even though students significantly increased their scores in the posttest. Subsequently, findings demonstrated that students failed to develop a meaningful understanding of genetics concepts. This study suggests that articulating each genetics concept's structure and function with relationship with other concepts, and further providing an opportunity to connect diverse levels of genetics concepts from macro, to micro, and to symbolic are crucial for facilitating students’ comprehensive and deeper understanding of genetics.
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