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Understanding genetics and inheritance in rural schools

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dc.contributor.author Kibuka-Sebitosi E. en
dc.date.accessioned 2012-11-01T16:31:29Z
dc.date.available 2012-11-01T16:31:29Z
dc.date.issued 2007 en
dc.identifier.citation Journal of Biological Education en
dc.identifier.citation 41 en
dc.identifier.citation 2 en
dc.identifier.issn 219266 en
dc.identifier.uri http://hdl.handle.net/10500/7284
dc.description.abstract Conducted in urban and rural schools in two provinces of South Africa, the present study reports biology learners' understanding of concepts about genetics and inheritance. Participants were Grade 11 and 12 learners, aged 15-16 years. The tools included a written questionnaire, interviews, pre- and post- paper and pencil tests and focus group discussions. A pilot study, aimed at identifying participants' views and ideas as well as checking the suitability of the study instrument, was also conducted. Findings from the pilot study and the input of experienced researchers were used to modify the tools, to include multiple-choice questions and address issues relating to validity and reliability. Preliminary findings of this ongoing project indicated a lack of understanding of the mechanisms and processes involved in genetics and inheritance by participants. The results demonstrated misconceptions on the nature of genetic information in cells. Prominent also, was a conflict between traditional beliefs and scientific views on inheritance. Teachers and learners reported the teaching and learning of genetics to be difficult, a finding consistent with studies investigating similar constructs. en
dc.language.iso en en
dc.subject Genetics; Inheritance; Learners' ideas; Misconceptions; Understanding en
dc.title Understanding genetics and inheritance in rural schools en
dc.type Article en


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