Exploring the conceptual challenges of integrating epigenetics in secondary-level science teaching
Fecha
2020Versión
Acceso abierto / Sarbide irekia
Tipo
Artículo / Artikulua
Versión
Versión aceptada / Onetsi den bertsioa
Impacto
|
10.1007/s11165-019-09899-5
Resumen
Rapidly occurring advancements in molecular genetics, such as recent
developments in epigenetics, are challenging traditional genetics as it is taught
at schools. For example, the adoption of epigenetics—which provides
molecular mechanisms for the environment to directly alter phenotypic
variation—would mean that pivotal tenets in genetics instruction, such as the
central dogma, will require ...
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Rapidly occurring advancements in molecular genetics, such as recent
developments in epigenetics, are challenging traditional genetics as it is taught
at schools. For example, the adoption of epigenetics—which provides
molecular mechanisms for the environment to directly alter phenotypic
variation—would mean that pivotal tenets in genetics instruction, such as the
central dogma, will require revision. Despite the important implications of
epigenetic mechanisms in human health and biological evolution, it is seldom
considered at secondary school. The aim of this research was to evaluate the
possibility of introducing epigenetics to secondary school students, to foresee
the conceptual barriers that might arise and, accordingly, to give some clues
which might guide instruction. A short introductory lecture on epigenetics,followed by an open-ended question based in a real case showed that more than
half of the students (424 students in 12 schools) were able to understand that
environmental factors influence differential gene expression, and over 25% of
the students at grade 12 mentioned also some epigenetic molecular
mechanisms. However, the students held some conceptual barriers likely
hindering comprehension of epigenetics: lack of basic genetic knowledge,
genetic determinism, and misunderstanding of the process of adaptation to the
environment. The results of this research suggest that it is feasible to introduce
epigenetics in secondary school curriculum: at lower levels, special attention
should be paid to avoid inducing misconceptions that can work as conceptual
barriers to complex genetic concepts exceeding linear determinism; the explicit
teaching of technical details might better be addressed at later, post-obligatory
levels. [--]
Materias
Environmental genetics,
Epigenetics,
Genetic determinism,
Knowledge progression,
Regulation of gene expression,
Secondary School
Editor
Springer
Publicado en
Research in Science Education (2020)
Departamento
Universidad Pública de Navarra. Departamento de Ciencias /
Nafarroako Unibertsitate Publikoa. Zientziak Saila