The Understandings of Genetics Concepts and Learning Approach of Pre-Service Science Teachers

Abstract

Advances in genetics and related technology have significant influence on our life. Recently, one of the most popular scientific and technological advances are related with genetics such as human genome project, genetically modified organism, cloning of organism, gene therapy and genetic background of various illness etc.. With the discoursing of this, society demands clear cut information to evaluate these genetics related issues having ethic and social characteristics. Becoming of evaluations’ skills for genetics related controversial issues required sufficient understanding of basic genetic concepts. At this point science education and science teachers take priority for the supplying of scientific literacy which is required for making informed decision about of genetic related controversial issues imposed by daily life. However, some researches indicated that teachers are one of the reasons of students’ misconceptions. In this study pre-service science teachers’ difficulties of genetics concepts and relationship understanding level and learning approach was investigated with 196 pre-service science teachers, who were studying at Kastamonu University Faculty of Education. Data collection tools were multiple choice Genetics Concepts Test and Learning Approach Questionnaire, four-point Likert type instrument. Data obtained from Genetics Concepts Test were described by means, variance and most frequently false responses were determined to uncover misunderstanding of genetic concepts. Correlation analyses were conducted to examine relationship between pre-service teachers’ understanding of genetics concepts and learning orientations. DOI: 10.5901/jesr.2015.v5n1s1p61