Missuppfattningar inom genetiken: En litteraturstudie om hur missuppfattningar inom genetiken hos högstadie- och gymnasieelever kan motverkas

Abstract

In schools, misconceptions about genetics can arise due to several factors, and the consequences of these misunderstandings can be significant. Lack of education can play a central role in the spread of misinformation about genetics. When teachers lack sufficient knowledge or do not have access to up-to-date resources, they risk inadvertently conveying inaccuracies to students. Additionally, students own preconceived notions and misinterpretations can be reinforced through interaction with their peers, creating a vicious cycle of misinformation. In this study, various misconceptions within genetics education have been identified and analyzed, while different strategies to prevent these misconceptions have been examined. The study revealed that the two most common misconceptions are the confusion between "genes" and "DNA" and the simplified perception of genetic determinism. To counteract these, the use of research-based strategies and educational methods such as problem-based learning, laboratory experiments, and drawing is proposed. By actively addressing these misconceptions, teaching can be improved, and students' understanding of genetics can be enhanced, which is crucial for effective teaching and learning processes.