Biologielevers syn på modern genetik - Undervisning av modern genetik från svenska biologielevers perspektiv

Abstract

Modern genetics is considered one of the most complex areas of biology taught in Swedish upper secondary education. Previous research has shown that the subject is perceived as difficult due to its abstract nature, high level of complexity, and the extensive amount of concepts and information students are expected to learn. In addition, many genetic concepts, processes, and mechanisms have overlapping names, functions, and descriptions, which may further complicate students’ understanding. At the same time, a solid understanding of modern genetics is essential for comprehending other areas of biology, such as evolution and genetic engineering, and is increasingly important for students’ future studies and participation in societal discussions related to biotechnology and genetic modification. The aim of this qualitative interview study was to investigate upper secondary students’ perceptions of why modern genetics is difficult to understand and how teaching can be designed to support understanding. The study was conducted with seven students from a Swedish upper secondary school. Data were collected through semi-structured interviews and analysed using thematic analysis. The results indicate that students primarily perceived modern genetics as difficult because of its abstract concepts and processes, as well as difficulties visualising genetic mechanisms. Students also described how teaching methods and educational resources could sometimes contribute to confusion, particularly when visual aids lacked clear explanations, were overly complex, or used a language other than the students’ native language. At the same time, visual aids such as images, animations, and physical models were perceived as important tools for concretising and visualising genetic concepts and processes. Furthermore, the findings suggest that students perceived teacher centred instruction as particularly important for introducing topics and establishing foundational understanding, provided that the teaching was well-structured and supported by visual aids. Student-centred learning, on the other hand, was perceived as beneficial for developing deeper understanding and reinforcing knowledge through active processing and application. The study therefore indicates that teaching in modern genetics should incorporate variation in instructional approaches, clear structure, and carefully considered use of visual learning resources.