Metaphors for Genes

Abstract

How should the concept of the gene be taught in school science? What metaphors are appropriate for teachers when explaining genetics? By the end of introductory genetics courses in high school, and even by the end of senior school biology, research has shown that few students develop a conception of a gene that is consistent with or useful in today’s genetic-information age. Most students complete introductory genetics courses with a view of a gene as being like an active particle that can influence characteristics in an unknown way. This is how geneticists viewed genes more than 50 years ago, before the discovery of the structure of DNA. Clearly there needs to be an improvement in the teaching and learning of this field of science. Recent research from a constructivist and socio-constructivist perspective has highlighted the importance of ascertaining what students already know about science concepts before teaching begins. As a natural extension of this research, conceptual change approaches to teaching and learning have been the focus of recent research aimed at improving students’ understanding of science. A critical aspect of all conceptual change teaching approaches is for teachers to probe students’ understanding about a concept prior to instruction. The aim of this study was to add to this useful information by investigating 9 to 15 year-old students’ understandings of fundamental genetics concepts, in particular the concepts of gene and DNA. In order to examine the ontological understandings that children have of genes and DNA, the research reported in this chapter focused on the metaphors used by students in conversations about inheritance and genetics. Because young children rarely have formal instruction about genes and DNA, they are unlikely to be able to use scientific vocabulary and explanations of these abstract concepts. The metaphors used by such students during the discussions were therefore thought to provide a potential insight into the ontological nature of the children’s conceptions. [Author abstract, ed]