Who do I Look like More, Mom or Dad? An Exploratory Survey about Primary Students’ Ideas about Heredity

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Isabel Zudaire, G. Enrique Ayuso, María Napal, Irantzu Uriz
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Abstract

Unlike in other countries, heredity and genetics appear first in Spanish science standards in secondary levels. However, some researchers have suggested the need of progressively introducing some basic genetic ideas already from primary education levels. In this context of no formal instruction in early stages, the objectives of our work were to characterize the incipient heredity model of primary school pupils and to evaluate its progression, to identify the most appropriate time to introduce these ideas. We designed a 12-item questionnaire referred to two constructs: (1) the difference between biologically inherited and environmental acquired traits and (2) the mechanism of inheritance. 535 primary school pupils (6–12 years; grades 1–6) took part in the study. In addition, 1–2 pupils per class were interviewed, totalling 30 interviewees. The results showed that pupils clearly identified physical resemblance as inheritable but had more difficulties in assessing physiological traits. Most pupils (84%) correctly identified that accidentally acquired traits were not transmitted to the descendance. However, only 32,2% of them use terms related to inheritance (77,1% of them in G4 – G6). Regarding the mechanism of inheritance, the idea that siblings express traits of both parents becomes more prevalent from grade 3, even suggesting the appearance of new traits or the mixture of previous ones. Older pupils accepted that a trait could skip a generation, although most of them were unable to explain the mechanism, that involves the idea of dominance/ recessiveness. These results allow identifying key leverage points for constructing the inheritance model at Primary levels.

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我更像爸爸还是妈妈?关于小学生遗传观念的探索性调查
与其他国家不同,遗传和基因首先出现在西班牙中学科学课程标准中。然而,一些研究人员建议,有必要从小学教育阶段就逐步引入一些基本的遗传学思想。在早期阶段没有正规教学的情况下,我们的工作目标是描述小学生萌芽中的遗传模式,评估其进展情况,以确定引入这些观念的最合适时机。我们设计了一份 12 个项目的调查问卷,涉及两个方面:(1) 生物遗传特征与环境获得特征之间的区别;(2) 遗传机制。535 名小学生(6-12 岁;1-6 年级)参加了研究。此外,每个班还采访了 1-2 名小学生,共计 30 人。研究结果表明,小学生能清楚地辨别出外貌相似是可以遗传的,但在评估生理特征时却遇到了更多困难。大多数学生(84%)正确地指出,意外获得的特征不会遗传给后代。然而,只有 32.2%的学生会使用与遗传有关的术语(其中 77.1%在 G4 - G6)。关于遗传的机制,兄弟姐妹表现出父母双方特征的观点从三年级开始变得更加普遍,甚至认为出现了新的特征或以前的特征混合在一起。高年级学生接受了某一性状可以隔代遗传的观点,尽管他们中的大多数人都无法解释其中的机理,这涉及到显性/隐性的概念。这些结果有助于确定在小学阶段构建遗传模型的关键杠杆点。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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