High School Students' Understanding of the Law Segregation Introducing the Concept of Incomplete Dominant Trait in the Introduction of Genetics in Science Education : Affecting Students Learning through Varying the Sequence of Class Content

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  • MUKO Heiwa
    Graduate School of Education, Hiroshima University

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  • 高等学校の遺伝の導入において分離の法則の例示に不完全優性の形質を用いる効果 : 学習内容の配列の相違が学習者に与える影響
  • コウトウ ガッコウ ノ イデン ノ ドウニュウ ニ オイテ ブンリ ノ ホウソク ノ レイジ ニ フカンゼン ユウセイ ノ ケイシツ オ モチイル コウカ ガクシュウ ナイヨウ ノ ハイレツ ノ ソウイ ガ ガクシュウシャ ニ アタエル エイキョウ

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The purpose of this study is to examine high school students' understanding of the Law of Segregation by introducing the concept of Incomplete Dominant Trait in the introduction of genetics in science education. This study revealed that by introducing Incomplete Dominant Trait, students attained a better understanding of the Law of Segregation. In addition, the majority of students took the F1 trait as the basis of the assumed gene. This study was conducted with a control group (38 high school 2nd graders) and an experimental group (24 high school 1st graders). In order to examine students' understanding, both groups were given a paper-pencil test which related to the Law of Segregation. This study concluded that learning about the Law of Segregation by introducing the concept of Incomplete Dominant Trait had a positive effect on students' understanding.

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