Understanding Genetics and Inheritance in Rural Schools

Autor/in	Kibuka-Sebitosi, Esther
Titel	Understanding Genetics and Inheritance in Rural Schools
Quelle	In: Journal of Biological Education, 41 (2007) 2, S.56-61 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Rural Schools; Focus Groups; Genetics; Foreign Countries; Grade 11; Misconceptions; Science Instruction; Scientific Concepts; Heredity; Urban Schools; Grade 12; Secondary School Science; Questionnaires; Interviews; Pretests Posttests; Student Attitudes; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Humangenetik; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erblichkeit; Urban area; Urban areas; Stadtregion; Stadt; School year 12; 12. Schuljahr; Schuljahr 12; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Conducted in urban and rural schools in two provinces of South Africa, the present study reports biology learners' understanding of concepts about genetics and inheritance. Participants were Grade 11 and 12 learners, aged 15-16 years. The tools included a written questionnaire, interviews, pre- and post-paper and pencil tests and focus group discussions. A pilot study, aimed at identifying participants' views and ideas as well as checking the suitability of the study instrument, was also conducted. Findings from the pilot study and the input of experienced researchers were used to modify the tools, to include multiple-choice questions and address issues relating to validity and reliability. Preliminary findings of this ongoing project indicated a lack of understanding of the mechanisms and processes involved in genetics and inheritance by participants. The results demonstrated misconceptions on the nature of genetic information in cells. Prominent also, was a conflict between traditional beliefs and scientific views on inheritance. Teachers and learners reported the teaching and learning of genetics to be difficult, a finding consistent with studies investigating similar constructs. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10