Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics...

Area of Science:

• Genetics Education
• Science Education Research

Background:

• Student difficulties with fundamental genetics concepts persist despite instruction.
• Identifying persistent misconceptions is crucial for effective genetics teaching.

Purpose of the Study:

• To analyze persistent student misconceptions in genetics using the Genetics Concept Assessment.
• To identify specific difficult genetics concepts and track the evolution of student errors.

Main Methods:

• Examined pretest and posttest responses from 751 students in six genetics courses.
• Analyzed student performance on 25 multiple-choice questions, focusing on persistent incorrect answers.

Main Results:

• Students improved on all questions, but varying degrees of difficulty were observed.
• Nine questions had a single incorrect answer chosen by over 20% of students post-instruction.
• Specific conceptual difficulties were more likely to persist and distract students.

Conclusions:

• Certain genetics concepts present persistent challenges for students.
• Understanding the evolution of these misconceptions can inform instructional strategies.
• Recommendations are provided for addressing common conceptual difficulties in genetics classrooms.