Understanding a basic biological process: Expert and novice models of meiosis

Ann C. H. Kindfield

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Science Education and Pedagogy Philosophy and History of Science Evolution and Science Education

Abstract

Abstract Central to secondary and college‐level biology instruction is the development of student understanding of a number of subcellular processes. Yet some of the most crucial are consistently cited as the most difficult components of biology to learn. Among these is meiosis. In this article I report on the meiosis models utilized by five individuals at each of three levels of expertise in genetics as each reasoned about this process in an individual interview setting. Detailed characterization of individual meiosis models and comparison among models revealed a set of biologically correct features common to all individuals' models as well as a variety of model flaws (i.e., meiosis misunderstandings) which are categorized according to type and level of expertise. These results are suggestive of both sources of various misunderstandings and factors that might contribute to the construction of a sound understanding of meiosis. Each of these is addressed in relation to their respective implications for instruction.

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References

1989Learning via Model Construction and Criticism 1985An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics 1982Teachers' perceptions of important and difficult science content 1980Isolating topics of high perceived difficulty school biology

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