Abstract
For many students, their science education to the age of 16 is their only formal introduction to genetics. They live in an age where the results of genomic studies will have increasing importance for their health and well-being. This article will use Piaget’s conceptions of concrete and formal thinking as tools for considering the conceptual development of a genetics education fit for a genomic age.
The article argues that our ideas of “Mendelian” genes controlling characteristics and the split between genes (nature) and the environment (nurture) should be revisited. Alternative conceptualisations are considered.
The article argues that our ideas of “Mendelian” genes controlling characteristics and the split between genes (nature) and the environment (nurture) should be revisited. Alternative conceptualisations are considered.
| Original language | English |
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| Journal | School Science Review |
| Publication status | Accepted/In press - 19 Jul 2019 |