This paper reports on young people's understanding of genes as they near the end of their compulsory science education in the UK. A sample of 482 school students aged 14-16, drawn from across the ability range, took part in this study. Findings, based mainly on written responses to written questions, but supported by interview data, show that this sample had only a very limited understanding of the most basic ideas relating to function, structure, and location of genes. It is argued that these findings are not atypical for this population of school students. The implications for teaching the more complex genetic concepts demanded by the National Curriculum -genetic engineering, for example -are considered.
This paper considers school students' understanding of the processes of cell division and fertilisation towards the end of their compulsory science education. The difficulties which students have in understanding the purposes and products of these processes are discussed, and the origins of some of these problems are identified. In particular, it notes the widespread lack of understanding of the physical link between chromosomes and genetic material, and the relationship between the behaviour of chromosomes at cell division and the continuity of genetic information -both within and between organisms.
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