Missuppfattningar inom genetik: lärares perspektiv. En intervjustudie om undervisningsutmaningar inom genetiken

Abstract

Genetics is a central topic in biology education, yet many students struggle with understanding key concepts such as gene, DNA, chromosome, dominant, and recessive. Previous research has shown that students often carry misconceptions rooted in everyday language and prior experiences, which may conflict with scientific explanations. These misconceptions can hinder deeper understanding and are particularly challenging for teachers to identify and address effectively in the classroom.This study investigates how lower secondary school biology teachers perceive and manage common misconceptions in genetics. The aim is to explore which misconceptions are most frequent among students and what strategies teachers use to identify them. The study is based on semi structured interviews with six certified biology teachers. Data were analyzed using thematic analysis to identify patterns in teachers experiences and teaching practices. The results show that misconceptions are persistent and often linked to linguistic misunderstandings, such as interpreting “dominant” as “stronger” or “better.” Teachers report that students may appear to understand content based on correct answers but often lack conceptual depth. Teachers also highlight the difficulty of detecting misconceptions without allowing students to express their thinking in their own words. To address these issues, teachers use strategies such as repetition of key concepts, creating cognitive conflict, and relating content to students everyday experiences. Clarifying the difference between scientific and everyday language is emphasized. However, limited time and curriculum constraints often restrict the ability to fully address misconceptions. The study’s didactic implications point to the need for formative assessment practices, a focus on scientific language development, and repeated concept exposure. Professional development that supports teachers in identifying misconceptions in complex and abstract subjects like genetics is crucial for improving students' understanding and scientific literacy,