A study on students' understanding of gene-related concepts

[[abstract]]This cross-age study is carried to analyze high school and college students’ understanding of gene-related concepts, to unravel and compare relevant conceptual developments throughout high school education. Difficulties encountered during conceptual coordination are also discussed. Our research focuses on probing into students’ core concepts about genes, i.e. understanding of genes and other associated notions. To clarify the complexity of genetic abstractions, four divisions are made to examine students’ understanding: 1. General knowledge; 2. Genetic materials; 3. Genes expressions; 4. Genetic determinism. Questionnaires are designed according to the divisions, and 10 eighth-grade, 11 11th-grade, 11 12th-grade, 11 college students majoring in biology are interviewed in a semi-structural style. Results of interviews are analyzed with qualitative research methods and compared cross-agedly. Analysis reveals that some concepts develop and expand into partial mixture with molecular genetics, some modify from pro-classical to pro-molecular, and some remain fixed. Some students have simultaneous classic-genetic and molecular-biological genetic conceptions but cannot seem to differ between two sides, and thus experience difficulty integrating their conceptual framework. Overall, students’ gene-relevant concepts develop with time, adding molecular genetics to classic notions that are not replaced, thus building up a bigger genetic lexicon. However, difficulty in differentiation of the two disciplines may obstruct learning.