Alternate Conceptions in Genetics: A Correlation between Students’ Previous Study of Genetics and Demonstrated Knowledge of Genetics By Bonnie M. Lestz SEYS 778, Spring 2008 Prof. Murfin, Queens College May 21, 2008

Research Project I conducted research in my five classes to see if students prior genetics education affected their conceptions and knowledge in Genetics Before teaching the unit on genetics and biotechnology I gave the students a pretest courtesy of Dr. Jenny Lewis of the University of Leeds, UK Pretest was designed to asses students knowledge of genetic concepts & determine if they held alternate conceptions

I conducted research in my five classes to see if students prior genetics education affected their conceptions and knowledge in Genetics

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

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

Why Study Genetics? Recent advances in genetics affect many aspects of life. Human Genome Project Animal cloning DNA fingerprinting Genetically modified organisms How can the public make informed decisions about these without understanding the basics of genetics?

Recent advances in genetics affect many aspects of life.

Human Genome Project

Animal cloning

DNA fingerprinting

Genetically modified organisms

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

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 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 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 living systems. Put a check mark next to the items you have heard of. Cell Chromosome Gene DNA Organism Nucleus Now write the ones you have heard of in the spaces provided below from largest to smallest. Largest: ________________________ ________________________ ________________________ ________________________ ________________________ Smallest: ________________________ Now I would like to know how much you know about each of the following terms: Genes: ____ I have never heard of genes. ____ I have heard of genes, but don’t know what they are. ____ I have heard of genes and could say something about them. a. Where in your body are genes found? _____________ ___________________________________________ b. What are genes made up of? ___________________ __________________________________________ c. Why are genes important? _____________________ __________________________________________ DNA: ____ I have never heard of DNA. ____ I have heard of DNA, but don’t really know what DNA is. ____ I have heard of DNA, and could say something about it. a. Where in your body is DNA found? _______________ ___________________________________________ b. What is DNA made up of? ______________________ ___________________________________________ c. Why is DNA important? ________________________ ___________________________________________ Chromosomes: ____ I have never heard of chromosomes. ____ I have heard of chromosomes, but don’t really know what they are. ____ I have heard of chromosomes, and could say something about them.

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

Cell

Chromosome

Gene

DNA

Organism

Nucleus

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

Largest: ________________________

________________________

________________________

________________________

________________________

Smallest: ________________________

Now I would like to know how much you know about each of the following terms:

Genes: ____ I have never heard of genes.

____ I have heard of genes, but don’t know what they are.

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

a. Where in your body are genes found? _____________

___________________________________________

b. What are genes made up of? ___________________

__________________________________________

c. Why are genes important? _____________________

__________________________________________

DNA: ____ I have never heard of DNA.

____ I have heard of DNA, but don’t really know what DNA is.

____ I have heard of DNA, and could say something about it.

a. Where in your body is DNA found? _______________

___________________________________________

b. What is DNA made up of? ______________________

___________________________________________

c. Why is DNA important? ________________________

___________________________________________

Chromosomes: ____ I have never heard of chromosomes.

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

____ I have heard of chromosomes, and

could say something about them.

My Research & Findings 108 students completed the survey 59 reported they had studied genetics, 43 had not. No significant difference between the two groups in whether or not they had heard of cells, chromosomes, genes, DNA, organism & nucleus Only 6 could accurately sort from largest to smallest, 4 who had not studied, 2 who had!

108 students completed the survey

59 reported they had studied genetics, 43 had not.

No significant difference between the two groups in whether or not they had heard of cells, chromosomes, genes, DNA, organism & nucleus

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

Many students have fragmented knowledge. Basic understanding of DNA, genes and chromosomes, but lack detail. Some understand that genes are “everywhere,” “all over” and “in chromosomes” Others said genes are “in your blood” or “in your head.” Alternate conceptions demonstrated Genes are found “in your DNA” Genes are made up “when your parents come together” Genes are important because “it tells you what you got from what parent”

Many students have fragmented knowledge.

Basic understanding of DNA, genes and chromosomes, but lack detail.

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

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

Alternate conceptions demonstrated

Genes are found “in your DNA”

Genes are made up “when your parents come together”

Genes are important because “it tells you what you got from what parent”

No statistical significance to the results Some answers definitely attributed to students misreading or misinterpreting questions Students mostly attributed Robert’s cheek cells being identical to being from the same part of the same person More students in both groups understood that cells from different people had different genetic information Students who had studied genetics tended to give more scientifically detailed explanations Some students in both group based responses to on appearance of illustrations 44 Correct (75.9%) 6 Don’t know (10.3%) 8 Wrong (13.8%) 1 Unanswered 29 Correct (50%) 8 Don't know (13.8%) 21 Wrong (36.2%) 1 Unanswered Yes (59) 38 Correct (90.5%) 3 Don't know (7.1%) 1 Wrong (2.4%) 1 Unanswered 24 Correct (57.2%) 9 Don’t know (21.4%) 9 Wrong (21.4%) 1 Unanswered No (43) John & Danny's Cheek Cells Robert's Cheek Cells Studied Genetics

No statistical significance to the results

Some answers definitely attributed to students misreading or misinterpreting questions

Students mostly attributed Robert’s cheek cells being identical to being from the same part of the same person

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

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

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

Information Transfer Many students in both groups were able to describe that the genetic information multiplied within the new baby None specified that the genetic information in all of the baby’s cells was identical Again… No statistical difference between the groups

Many students in both groups were able to describe that the genetic information multiplied within the new baby

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

Again… No statistical difference between the groups

Limitations of Current Research Small, non-random, non-heterogeneous sample Only able to conduct pretest, not able to see if alternate conceptions affected learning Possibility students misreported having studied genetics or not Data collection tool unfamiliar to students

Small, non-random, non-heterogeneous sample

Only able to conduct pretest, not able to see if alternate conceptions affected learning

Possibility students misreported having studied genetics or not

Data collection tool unfamiliar to students