Genetics—are there inherent learning difficulties?

Abstract

Some of the major sources of misconceptions and learning difficulties in genetics amongst school students were examined by using in-depth recorded interviews based on genetically orientated tasks. The subsequent unstructured discussion illuminated specific areas of concern. It was found that some students' misconceptions were related to the nature of the concepts used in genetics, such as the frequent representation of meiosis by fixed inanimate stage diagrams. Other problems related to pedagogy, for example, the separation in teaching time between the presentation of meiosis and the introduction of genetics per se; and the type and extent of practical support experience available to the student.