Summary of two research papers considering learners’ misconceptions of cell
biology
References:
Riemeier, T. & Gropenigierber, H. (2008) On the roots of difficulties in learning about cell
division: Process-based analysis of students’ conceptual development in teaching experiments.
International Journal of Science Education, 30 (7), 923-939
Lewis, J. & Wood-Robinson, C. (2000) Genes, chromosomes, cells division and inheritance –
do students see any relationship? International Journal of Science Education, 22 (2), 177-195
Paper 1:
Riemeier & Gropenigierber (2008)
The purpose of Riemeier & Gropenigierber (2008) research was to investigate
misunderstandings in students’ conceptions of cell biology following a taught sequence of
related lessons whilst considering the impact of selected learning activities. The research was
conducted in Germany. The empirical methods included an intervention (teaching aspect)
alongside student interviews. The teaching and learning of students was examined in five small
groups which consisted of three 15-16 year old students. The students were selected from a range
of grammars schools and were brought together at the researchers’ institution. The data was
collected using video and was analysed with the use of qualitative content analysis.
The researchers suggest that their findings are in line with that previously reported on the topic.
Their findings are summarised in the table beneath. The major topic misunderstandings reported
were (p.934):
1. Students’ understanding of growth as becoming mature. The students did not think about
the levels of cells to explain the growth of onion roots.
2. Students’ understanding of cell division as multiplication of cells. Growth meant to them
becoming more cells.
3. Students’ understand of cell division as a decrease in the number of chromosomes. They
did not think about the duplication of chromosomes before cell division.
4. Students’ understanding as division and enlargement of the nucleus.
Genetics
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Table (p.934)
Table 1. Difficulties in learning cell division and roots of students' difficulties
Students' conceptions Scientific conceptions
Growth as becoming Growth as a cellular
mature
process
Cell division as a
Cell division as
process of division and
multiplication of cells
enlargement of cells
The root of the difficulty
There are no direct experiences for growth on
the microscopic level.
The scientific term “cell division” highlights
division and hides the intermediate growth.
Chromosomes are viewed as a collection of
Decrease in number of Replication of
pieces to be shared between two cells. This
chromosomes during chromosomes and
mental model of division suggests a decrease in
cell division
subsequent distribution the number of chromosomes during cell
division.
Division and
Mitosis includes the
Students transfer their newly learned conception
enlargement of the
breakdown of the
of division and enlargement of cells to the
nucleus during cell
nuclear envelope
nucleus.
division
Paper 2:
Lewis & Wood-Robinson (2000)
This research paper reports on a study of students’ knowledge and understanding of genetics at
the end of their compulsory education. The research was conducted in England. The empirical
methods were individual questions which necessitated written responses (n= 482) and small
group (3-4 students) discussion tasks facilitated by a researcher (n= 35). The students were
drawn from eight co-educational comprehensive schools and were aged between 14-16 years.
The researchers report that their findings show a poor understanding about the processes by
which genetic information is transferred and a lack of basic knowledge about the structures
involved (gene, chromosome, cell). In interpreting the data the researchers identify ‘widespread
uncertainty and confusion’ (p.177). They conclude that the current approach to teaching of
genetics in England does not provide an effective preparation for students – as future scientists or
for science in their personal life.
Misconceptions revealed (p.188-9):
1. Uncertainty about the relationship between genes and chromosomes
2. Difficulties with the concept of ‘cell’
Genetics
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3.
4.
5.
6.
7.
8.
Confusion about the terminology of cell division and its meaning
Difficulty in distinguishing between processes
Cells only contain the genetic information that they need for their specific function
Chromosomes and/or genetic information are shared but not copied during cell division
All chromosomes are either x or y
Chromosome number is related to age or health of a cell
In your literature review for your SSA you might write something like:
Genetics is a conceptually difficult topic for secondary school children to understand as it
requires an understanding of probability, cell biology, meiosis and fertilisation as well as the
introduction of new terminology and complex ideas, such as genotype and phenotype. It is
therefore not surprising that in making sense of hereditary and environmental effects on
organisms that children come to lessons with many naive ideas, misunderstandings and
misconceptions.
A German study (Riemeier & Gropenigierber, 2008) investigated misunderstandings in 15-16
year old grammar school students’ conceptions of cell biology following a taught sequence of
related lessons. This was a small scale study of 15 students who were videoed working in groups
with three researchers, and the data was analysed with the use of qualitative content analysis.
Even though the sample size is limited the researchers suggest that their findings are in line with
findings reported from larger research projects (e.g. Lewis and Wood-Robinson, 2000). The
major topic difficulties and misunderstandings reported from the two papers are:
1. Growth was becoming mature e.g. students did not think about the levels of cells to
explain the growth of onion roots.
2. ‘Cell division’ as multiplication of cells. Growth meant to students’ becoming more cells.
3. Cell division as a decrease in the number of chromosomes. Students’ did not think about
the duplication of chromosomes before cell division.
4. Uncertainty about the relationship between genes and chromosomes
5. Cells only contain the genetic information that they need for their specific function
6. All chromosomes are either x or y
7. Chromosome number is related to age or health of a cell
Genetics
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