An Investigation of Lebanese G7-12 Students' Misconceptions and Difficulties in Genetics and Their Genetics Literacy

Autor/inn/en	Osman, Enja; BouJaoude, Saouma; Hamdan, Hiba
Titel	An Investigation of Lebanese G7-12 Students' Misconceptions and Difficulties in Genetics and Their Genetics Literacy
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 7, S.1257-1280 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9743-9
Schlagwörter	Genetics; Science Instruction; Misconceptions; Secondary School Students; Foreign Countries; Middle School Students; Scientific Literacy; Scientific Concepts; Difficulty Level; Curriculum Design; Concept Formation; Qualitative Research; Statistical Analysis; Questionnaires; Student Attitudes; Lebanon + Suchen Sie Ihr Suchwort? Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Sekundarschüler; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schwierigkeitsgrad; Lehrplangestaltung; Concept learning; Begriffsbildung; Qualitative Forschung; Statistische Analyse; Fragebogen; Schülerverhalten; Libanon
Abstract	Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon's ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students' misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7-12, determined the level of students' genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students' misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01