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Secondary students grapple with genetics pedigree problems. Advanced students construct more arguments and use falsification, unlike beginners who focus on a single inheritance mode.

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Area of Science:

  • Genetics Education
  • Scientific Reasoning

Background:

  • Pedigree problems are common in genetics education, serving as realistic scenarios for teaching scientific reasoning.
  • These problems present significant challenges for secondary students, requiring both strategic approaches and specific genetic knowledge.

Purpose of the Study:

  • To investigate the problem-solving strategies employed by secondary school students when tackling genetics pedigree problems.
  • To compare the argumentation and reasoning processes of students with varying levels of genetics experience.

Main Methods:

  • Qualitative analysis of responses from 89 secondary students solving two distinct pedigree problems.
  • Categorization of 516 student propositions using theory- and data-driven codes to analyze argument construction.
  • Comparison of approaches between students with beginning and advanced genetics experience.

Main Results:

  • Advanced genetics students (n=44) generated more arguments, referenced specific family constellations more often, and relied less on superficial features compared to beginning students.
  • Beginning genetics students (n=45) tended to argue for a presumed mode of inheritance rather than employing a step-by-step falsification strategy.
  • Advanced students demonstrated a partial use of falsification strategies, distinguishing their approach from that of beginners.

Conclusions:

  • Student experience significantly impacts their strategy and argumentation quality in solving genetics pedigree problems.
  • Developing advanced reasoning skills, including falsification, is crucial for effective problem-solving in genetics.
  • Identifying and addressing common, unreliable arguments used by students is essential for improving genetics instruction.