Teaching genetics in India: Problems and possible solutions

Abstract

Genetics is a difficult subject for majority of biology teachers and students world-wide. It is recognized that majority of students and even teachers of biology do not fully understand the basic concepts of genetics. They also experience difficulty in solving numerical problems of genetics. During the last few decades, this problem has become more acute due to the impact of molecular biology on genetics. In this article, this problem has been illustrated with the help of some examples of basic concepts, which the author thinks are difficult and are not fully understood by majority of teachers and students. The general problems in teaching of genetics described in this article include inherent variation in ability to understand among students, and resistance to follow scientific teaching among teachers, as demonstrated through well-designed logical experimentation. The solutions suggested for improvement of teaching include interactive teaching and preparations of inventory of difficult concepts, and clickers questions. The resources for improvement of teaching genetics that are being developed by Genetics Society of America (GSA) have been described in some detail. These resources also include some ‘online web resources for teaching genetics’, which include ‘MendelWeb’ and ‘GeneEd’ that are periodically revised. A set of questions in the form Genetics Concept Assessment (GCA) and a repository of clicker questions have been recommended as a regular activity of teachers for their own assessment followed by the assessment of the students in the class room. Arrangement of regular short training courses has also been recommended for the unpgradation of the prescribed contents of genetics courses, for developing newer teaching methods and also for the preparation of teaching material to improve the knowledge-base of teachers.

Farmland Trees in India: Perceptions, Potentials and Problems

“…Windbreaks on field boundaries effectively control injuries to the tender crops from sandblasting and scorching wind. Additionally, it can lessen wind speed by 20 to 46% and soil erosion by 76% (Gupta et al, 1997). Windbreak-based agroforestry systems have proven results in controlling evaporation from bare crop transpiration, thereby controlling moisture stress and reducing irrigation requirements (Buvaneswaran et al, 2018).…”