Alternate Conceptions in Alternate Conceptions in Genetics: A Correlation Genetics: A Correlation

between Students’ Previous between Students’ Previous Study of Genetics and Study of Genetics and

Demonstrated Knowledge of Demonstrated Knowledge of GeneticsGenetics

By Bonnie M. LestzBy Bonnie M. LestzSEYS 778, Spring 2008SEYS 778, Spring 2008

Prof. Murfin, Queens CollegeProf. Murfin, Queens CollegeMay 21, 2008May 21, 2008

Research Project Research Project I conducted research in my five classes I conducted research in my five classes

to see if students prior genetics to see if students prior genetics education affected their conceptions education affected their conceptions and knowledge in Geneticsand knowledge in Genetics

Before teaching the unit on genetics Before teaching the unit on genetics and biotechnology I gave the students and biotechnology I gave the students a pretest courtesy of Dr. Jenny Lewis of a pretest courtesy of Dr. Jenny Lewis of the University of Leeds, UKthe University of Leeds, UK

Pretest was designed to asses students Pretest was designed to asses students knowledge of genetic concepts & knowledge of genetic concepts & determine if they held alternate determine if they held alternate conceptionsconceptions

Why Study Genetics?Why Study Genetics? Recent advances in genetics Recent advances in genetics

affect many aspects of life.affect many aspects of life. Human Genome ProjectHuman Genome Project Animal cloningAnimal cloning DNA fingerprintingDNA fingerprinting Genetically modified organismsGenetically modified organisms

How can the public make How can the public make informed decisions about informed decisions about these without understanding these without understanding the basics of genetics?the basics of genetics?

For this pre-test, you will be graded on how thoroughly you answer each question, not the accuracy of For this pre-test, you will be graded on how thoroughly you answer each question, not the accuracy of your answers. I am interested in learning what you already know about genetics and biotechnology to your answers. I am interested in learning what you already know about genetics and biotechnology to help shape our lessons for this unit. Please take your time to answer all parts of each question. This will help shape our lessons for this unit. Please take your time to answer all parts of each question. This will allow you to receive full credit for each answer, and therefore a 100% added to your test average for allow you to receive full credit for each answer, and therefore a 100% added to your test average for this marking period, as well as receive the best possible education over the next several weeks.this marking period, as well as receive the best possible education over the next several weeks.

The six biological items in the list below are all parts of The six biological items in the list below are all parts of living systems. Put a check mark next to the items you living systems. Put a check mark next to the items you have heard of.have heard of. CellCell ChromosomeChromosome GeneGene DNADNA OrganismOrganism NucleusNucleus

Now write the ones you have heard of in the spaces Now write the ones you have heard of in the spaces provided below from largest to smallest.provided below from largest to smallest.Largest: Largest: ________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________

Smallest:Smallest: ________________________________________________

Now I would like to know how much you know Now I would like to know how much you know about each of the following terms:about each of the following terms:Genes: ____ I have never heard of genes.Genes: ____ I have never heard of genes. ____ I have heard of genes, but don’t ____ I have heard of genes, but don’t

know what they are.know what they are. ____ I have heard of genes and could ____ I have heard of genes and could

say something about them.say something about them.

a. Where in your body are genes found? _____________a. Where in your body are genes found? _____________ ______________________________________________________________________________________b. What are genes made up of? ___________________b. What are genes made up of? ___________________ ____________________________________________________________________________________c. Why are genes important? _____________________c. Why are genes important? _____________________ ____________________________________________________________________________________

DNA: ____ I have never heard of DNA.DNA: ____ I have never heard of DNA. ____ I have heard of DNA, but don’t really know ____ I have heard of DNA, but don’t really know

what DNA is.what DNA is.____ I have heard of DNA, and could say ____ I have heard of DNA, and could say

something about it.something about it.a. Where in your body is DNA found? _______________a. Where in your body is DNA found? _______________ ______________________________________________________________________________________b. What is DNA made up of? ______________________b. What is DNA made up of? ______________________ ______________________________________________________________________________________c. Why is DNA important? ________________________c. Why is DNA important? ________________________ ______________________________________________________________________________________

Chromosomes: ____ I have never heard of Chromosomes: ____ I have never heard of chromosomes.chromosomes.

____ I have heard of chromosomes, but____ I have heard of chromosomes, butdon’t really know what they are.don’t really know what they are.

____ I have heard of chromosomes, and ____ I have heard of chromosomes, and could say something about them.could say something about them.

My Research & FindingsMy Research & Findings 108 students completed the 108 students completed the

surveysurvey 59 reported they had studied 59 reported they had studied

genetics, 43 had not.genetics, 43 had not. No significant difference No significant difference

between the two groups in between the two groups in whether or not they had heard whether or not they had heard of cells, chromosomes, genes, of cells, chromosomes, genes, DNA, organism & nucleusDNA, organism & nucleus

Only 6 could accurately sort Only 6 could accurately sort from largest to smallest, 4 who from largest to smallest, 4 who had not studied, 2 who had!had not studied, 2 who had!

Many students have Many students have fragmented knowledge.fragmented knowledge. Basic understanding of DNA, Basic understanding of DNA,

genes and chromosomes, but genes and chromosomes, but lack detail.lack detail.

Some understand that genes are Some understand that genes are “everywhere,” “all over” and “in “everywhere,” “all over” and “in chromosomes”chromosomes”

Others said genes are “in your Others said genes are “in your blood” or “in your head.”blood” or “in your head.”

Alternate conceptions Alternate conceptions demonstrateddemonstrated Genes are found “in your DNA”Genes are found “in your DNA” Genes are made up “when your Genes are made up “when your

parents come together”parents come together” Genes are important because “it Genes are important because “it

tells you what you got from what tells you what you got from what parent”parent”

No statistical significance to the resultsNo statistical significance to the results Some answers definitely attributed to students Some answers definitely attributed to students

misreading or misinterpreting questionsmisreading or misinterpreting questions Students mostly attributed Robert’s cheek cells being Students mostly attributed Robert’s cheek cells being

identical to being from the same part of the same identical to being from the same part of the same personperson

More students in both groups understood that cells from More students in both groups understood that cells from different people had different genetic informationdifferent people had different genetic information

Students who had studied genetics tended to give more Students who had studied genetics tended to give more scientifically detailed explanationsscientifically detailed explanations

Some students in both group based responses to on Some students in both group based responses to on appearance of illustrationsappearance of illustrations

Studied GeneticsStudied Genetics Robert's Cheek Robert's Cheek CellsCells

John & Danny's John & Danny's Cheek CellsCheek Cells

No (43)No (43) 24 Correct (57.2%)24 Correct (57.2%)9 Don’t know (21.4%)9 Don’t know (21.4%)9 Wrong (21.4%)9 Wrong (21.4%)1 Unanswered 1 Unanswered

38 Correct (90.5%)38 Correct (90.5%)3 Don't know (7.1%)3 Don't know (7.1%)1 Wrong (2.4%)1 Wrong (2.4%)1 Unanswered 1 Unanswered

Yes (59)Yes (59) 29 Correct (50%)29 Correct (50%)8 Don't know (13.8%)8 Don't know (13.8%)21 Wrong (36.2%)21 Wrong (36.2%)1 Unanswered 1 Unanswered

44 Correct (75.9%)44 Correct (75.9%)6 Don’t know (10.3%)6 Don’t know (10.3%)8 Wrong (13.8%)8 Wrong (13.8%)1 Unanswered 1 Unanswered

Information TransferInformation Transfer Many students in both Many students in both

groups were able to groups were able to describe that the describe that the genetic information genetic information multiplied within the multiplied within the new babynew baby

None specified that the None specified that the genetic information in genetic information in all of the baby’s cells all of the baby’s cells was identicalwas identical

Again… No statistical Again… No statistical difference between the difference between the groupsgroups

Limitations of Current Limitations of Current ResearchResearch Small, non-random, non-Small, non-random, non-

heterogeneous sampleheterogeneous sample Only able to conduct Only able to conduct

pretest, not able to see if pretest, not able to see if alternate conceptions alternate conceptions affected learningaffected learning

Possibility students Possibility students misreported having studied misreported having studied genetics or notgenetics or not

Data collection tool Data collection tool unfamiliar to studentsunfamiliar to students