The use of a meiosis concept inventory to identify alternative conceptions among Biological Science first-year students and prospective teachers

Abstract

Meiosis is regarded as a consistently challenging topic for students across various educational levels, constituting a domain within the field of genetics that has been extensively documented to elicit misunderstandings and alternative conceptions. The present study deals with elementary genetic concepts associated with meiosis among undergraduates in their first year (freshmen) and in their senior year (pre-service teachers). Overall performance on the inventory was similar for both groups, ranging from low to medium. The research revealed that students present alternative conceptions, particularly pertaining to the organization of gene alleles on chromosomes, the structure of chromosomes, cellular ploidy, DNA replication, and the products of meiosis. By conducting cognitive interviews with a chosen cohort of students, it was possible to analyze the way they formulated their responses and explanations. The results point to the need to emphasize the concepts discussed in this work in the teaching of genetics and cytology while concurrently devising novel instructional methodologies.

Keywords
Ensino de genética; Ensino de biologia; Ciclo celular; Formação inicial do professor