Genetic confusion. Gymnasieelevers missuppfattningar om genetik och undervisningsstrategier för att motverka dem.

Abstract

Genetics is often regarded as one of the most challenging and complex areas within biology that high school students encounter. Misunderstandings regarding genetic concepts are prevalent among students, negatively impacting their ability to achieve a comprehensive understanding of genetics. This study compiles research on high school students' misconceptions about genetics and teaching strategies that educators can employ. To identify relevant research, searches were conducted in the educational databases Education Research Complete (ERC) and ERIC. Misconceptions were found regarding all aspects of genetics covered in the Swedish upper secondary school curriculum. These misconceptions have persisted among students over several decades and across various continents. The most difficult topics for students to grasp were gene expression, protein synthesis, and the role of proteins in genetics. The educational strategies identified included adaptations of traditional teacher-led instruction, the use of images and animations, physical and digital models, project-based learning, and computer-assisted learning programs. The effectiveness of these strategies indicates that standard teacher-led instruction alone is insufficient to provide students with optimal conditions for learning about genetics. A significant factor highlighted in student learning was the need to enhance their engagement and autonomy in the learning process, which was a desired outcome of the teaching strategies employed. The various strategies and their potential applications in education are discussed. Educators can adjust their vocabulary and focus during instruction to clarify genetic concepts and mitigate the occurrence of misconceptions. Images and animations, as well as physical and digital models, can be utilized to illustrate abstract genetic concepts. Project-based learning was effective in increasing student engagement and ownership of their learning. While computer-assisted learning programs boosted student engagement, some programs were too game-like, diminishing their effectiveness. Teachers can use this information to prepare for the misconceptions that students develop about genetics. Additionally, educators can utilize the presented information for tips and inspiration on how to adapt their teaching and what educational strategies to implement.