Secondary school genetics instruction: making problem solving explicit and meaningful

Abstract

Genetics has been identified by secondary school biology teachers as both important and difficult for students to learn. In order to assist students to learn genetics in a more meaningful way, the authors have conducted an extensive analysis of the conceptual and procedural knowledge necessary to solve basic genetics problems, and have conducted research on problem solving in genetics. As a result of this analysis and research, revisions to typical genetics instruction have been made. An algorithm which underlies the solution to a large class of genetics problems commonly found in secondary biology courses, is described and the types of difficulties that students have in solving these problems in a meaningful way are discussed. Examples of problems and questions which have proved successful in assisting students in this way are given.