Abstract
This research is aimed at exploring 16- to 19-year-old students’ understanding of fundamental genetics concepts, which has considerable importance for developing conceptual understanding of genetics related phenomena. A cross-national descriptive research method was used to explore English and Turkish students’ understandings of genetics concepts. Data were collected by a two-tier multiple choice diagnostic instrument, The Two-Tier Genetics Concept Test, which required students to justify their choice of option by giving a reason. The results indicate that there are some differences between the English students’ and Turkish students’ understanding of fundamental concepts of genetics; however, there are some notable similarities between the alternative conceptions held by students in the two samples. The common alternative conceptions seen in both of the groups indicate that understanding the concepts occurred regardless of contextual factors. Nevertheless different proportions of the common alternative conceptions and different levels of understanding suggest that conceptualisations develop under the influence of different educational contexts.
Highlights
Expectations and uncertainties created by the advancements in the field of genetics both excite and concern people
In the present study looking at the English and Turkish students’ understanding of genetics concepts, the findings show that there are some differences between the levels of understanding of the students while some alternative conceptions are adopted to a similar extent by both student groups
Out of 16 alternative conceptions represented by distractors commonly selected in the study, eight were commonly observed in both of the groups, two of them were only commonly seen in English students, and six of them were only commonly observed in Turkish students
Summary
Expectations and uncertainties created by the advancements in the field of genetics both excite and concern people. This is partially because genetics research proceeds rapidly, genetics phenomena are complex, and the amount of information related to advances in genetics is continuously increasing. Genetics instruction at secondary school provides a considerable opportunity to discuss current ethical and social issues [3]. According to Lewis et al [4,5,6] individuals in secondary level schooling should be able to understand what they hear and read about genetics and they should be able to give an informed response to personal or social issues with a science content
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