Genetics has been identified as a subject area which many students find difficult to comprehend. The researcher, who is also a lecturer at the University of KwaZulu-Natal, had noted over a number of years that students find the field of quantitative genetics particularly challenging. The aim of this investigation was two-fold. Firstly, during the diagnostic phase of the investigation, to obtain empirical evidence on the nature of difficulties and alternative conceptions that may be experienced by some students in the context of quantitative genetics. Secondly, to develop, implement and assess an intervention during the remediation phase of the study which could address the identified difficulties and alternative conceptions. The research was conducted from a human constructivist perspective using an action research approach. A mixed-method, pragmatic paradigm was employed. The study was conducted at the University of KwaZulu-Natal over four years and involved third-year students studying introductory modules in quantitative genetics. Empirical evidence of students' conceptual frameworks, student difficulties and alternative conceptions was obtained during the diagnostic phase using five research instruments. These included: free-response probes, multiple-choice diagnostic tests, student-generated concept maps, a word association study and student interviews. Data were collected, at the start and completion of the modules, to ascertain the status of students' prior knowledge (prior knowledge concepts), and what they had learnt during the teaching of the module (quantitative genetics concepts). Student-generated concept maps and student interviews were used to determine whether students were able to integrate their knowledge and link key concepts of quantitative genetics. This initial analysis indicated that many students had difficulty integrating their knowledge of variance and heritability, and could not apply their knowledge of quantitative genetics to the solution of practical problems. Multiple-choice diagnostic tests and interviews with selected students were used to gather data on student difficulties and alternative conceptions. The results suggested that students held five primary difficulties or alternative conceptions with respect to prior knowledge concepts: (1) confusion between the terms variation and variance; (2) inappropriate association of heterozygosity with variation in a population; (3) inappropriate association of variation with change; (4) inappropriate association of equilibrium with inbred populations and with values of zero and one; and, (5) difficulty relating descriptive statistics to graphs of a normal distribution. Furthermore, three major difficulties were detected with respect to students understanding of quantitative genetics concepts: (1) students frequently confused individual and population measures such as breeding value and heritability; (2) students confused the terms heritability and inheritance; and, (3) students were not able to link descriptive statistics such as variance and heritability to histograms. Students found the concepts of variance and heritability to be particularly challenging. A synthesis of the results obtained from the diagnostic phase indicated that many of the difficulties and alternative conceptions noted were due to confusion between certain terms and topics and that students had difficulty with the construction and interpretation of histograms. These results were used to develop a model of the possible source of students' difficulties. It was hypothesized and found that the sequence in which concepts are introduced to students at many South African universities could be responsible for difficulties and alternative conceptions identified during the study, particularly the inappropriate association of terms or topics. An intervention was developed to address the identified difficulties and alternative conceptions. This intervention consisted of a series of computer-based tutorials and concept mapping exercises. The intervention was then implemented throughout a third year introductory module in quantitative genetics. The effectiveness of the intervention was assessed using the multiple-choice diagnostic tests and interview protocols developed during the diagnostic phase. The knowledge of the student group who participated in the intervention (test group) was compared against a student group from the previous year that had only been exposed to conventional teaching strategies (control group). t-tests, an analysis of covariance and a regression analysis all indicated that the intervention had been effective. Furthermore, an inductive analysis of the student responses indicted that most students understanding of the concepts of variance, heritability and histograms was greatly improved. The concept maps generated by students during the remediation phase, and data from the student interviews, provided an indication of the nature and extent of the conceptual change which had occurred during the teaching of the module. The results showed that most of the conceptual change could be classified as conceptual development or conceptual capture and not conceptual exchange. Furthermore, it seemed that conceptual change had occurred when considered from an epistemological, ontological and affective perspective, with most students indicating that they felt they had benefited from all aspects of the intervention. The findings of this research strongly suggest an urgent need to redesign quantitative genetics course curricula. Cognisance should be taken of both the sequence and the manner in which key concepts are taught in order to enhance students' understanding of this highly cognitively demanding area of genetics. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.

The academic and geographic origins of current members of the Genetics Society of America who are listed in the 1979 edition of American Men and Women of Science were investigated. The 1,186 geneticists included in this study received their baccalaureate degrees from 393 different institutions of higher education. The 1,194 doctorates granted were awarded by 143 different institutions.Also included in the investigation was a study of the geneticists' ages, areas of specialization, places of employment, and length of time for graduate work. In addition, data about male and female members of the Genetics Society of America were compared and contrasted.Ball State UniversityMuncie, IN 47306

The face of animal breeding has changed significantly over the past few decades. Traditionally, the genetic improvement of both plant and animal species focussed on the selective breeding of individuals with superior phenotypes, with no precise knowledge of the genes controlling the traits under selection. Over the past few decades, however, advances in molecular genetics have led to the identification of genetic markers associated with genes controlling economically important traits, which has enabled breeders to enhance the genetic improvement of breeding stock through linkage disequilibrium marker-assisted selection. Since the integration of marker-assisted selection into breeding programmes has not been widely documented, it is important that breeders are able to evaluate the advantages and disadvantages of marker-assisted selection, in comparison to phenotypic selection, prior to the implementation of either selection strategy. Therefore, this investigation aimed to develop deterministic simulation models that could accurately demonstrate and compare the effects of phenotypic selection and marker-assisted selection, under the assumption of both additive gene action and complete dominance at the loci of interest. Six computer models were developed using Microsoft Excel, namely 'Random Mating,' 'Phenotypic Selection,' 'Marker-Assisted Selection,' 'Selection with Dominance,' 'Direct Selection' and 'Indirect selection.' The 'Random Mating' model was firstly used to determine the effects of linkage disequilibrium between two loci in a randomly mating population. The 'Phenotypic Selection' and 'Marker-Assisted Selection' models focused primarily on examining and comparing the response to these two selection strategies over five generations and their consequent effect on genetic variation in a population when the QTL of interest exhibited additive gene action. In contrast, the 'Selection with Dominance' model investigated the efficiency of phenotypic selection and marker-assisted selection under the assumption of complete dominance at the QTL under selection. Finally, the 'Direct Selection and 'Indirect Selection' models were developed in order to mimic the effects of marker assisted selection on two cattle populations utilizing both a direct and indirect marker respectively. The simulated results showed that, under the assumption of additive gene action, marker-assisted selection was more effective than phenotypic selection in increasing the population mean, when linkage disequilibrium was present between the marker locus and the QTL under selection and the QTL captured more than 80% of the trait variance. The response to both selection strategies was shown to decrease over five generations due to the decrease in genetic variation associated with selection. When the QTL under selection was assumed to display complete dominance, however, marker-assisted selection was markedly more effective than phenotypic selection, even when a minimal amount of linkage disequilibrium was present in the population and the QTL captured only 60% of the trait variance. The results obtained in this investigation were successful in simulating the theoretical expectations of markerassisted selection. The computer models developed in this investigation have potential applications in both the research and agricultural sectors. For example, the successful application of a model developed in this investigation to a practical situation that simulated markerassisted selection, was demonstrated using data from two Holstein cattle populations. Furthermore, the computer models that have been developed may be used in education for the enhancement of students understanding of abstract genetics concepts such as linkage disequilibrium and marker-assisted selection. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Acompanha: Manual do usuário do produto pedagógico Projeto Genus / O presente trabalho tem por objetivo a produção de um objeto educacional no formato de jogo didático, intitulado Projeto Genus, que constitui material de apoio e recurso facilitador para a compreensão da Genética mendeliana clássica. Este jogo é o produto referente a mestrado profissional desenvolvido no âmbito do Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica – PPGFCET – da Universidade Tecnológica Federal do Paraná (UTFPR). Parte-se da constatação que a compreensão dos fenômenos hereditários é constantemente referenciada como ponto de grandes dificuldades no ensino de biologia, particularmente o ensino de genética. O Projeto Genus foi concebido enquanto proposta metodológica e elemento motivacional para instigar uma prática de ensino visando à construção do conhecimento científico em contexto que proporciona uma interação de maior qualidade entre alunos e professores, estimulando relações cooperativas. Considerando o aspecto educacional, foram utilizados como princípios pedagógicos norteadores a aprendizagem significativa e as metodologias ativas aplicadas na fixação dos conhecimentos teóricos a respeito da genética mendeliana clássica trabalhada no ensino médio. A dinâmica do jogo inclui elementos que remetem à ficção científica e é inspirada em conceitos de “gamificação”. São apresentadas evidências, a partir da utilização do Projeto Genus em sala de aula, de que o jogo constitui material didático com potencial de ser utilizado em aulas genética, fomentando a interação entre professor e alunos no sentido de promover o protagonismo destes no processo educativo. / This work aims at the production of an educational object based on a game platform, entitled Genus Project. Our objective is to support and facilitate the understanding of classical mendelian genetics. This project is under a Professional Masters’ program in Scientific, Educational and Technological Formation – PPGFCET – at the Federal University of Technology, Paraná (UTFPR). Game platforms constitute important educational objects and motivational strategies to stimulate students’ learning. Games can also be considered as alternative proposals for the teaching of diverse aspects of scientific knowledge; in addition, they provide high quality interaction between students and teachers, encouraging cooperative relations between them. From the educational aspect, we focused on meaningful learning and active learning methodologies as pedagogical principles for the teaching of classical mendelian genetics at high school level. Hereditary phenomena are often pointed out as a especially difficult subject in the learning of genetics. Therefore, the Genus Project was developed in order to present alternatives to overcome those difficulties by establishing a science fiction scenario for the game – which is inspired by concepts of "gamification" – including traditional exercises and problems in genetics. In this way, the game stimulates students’ interaction, and promotes educational strategies to empower students and make them protagonists of their own learning process.

Acompanha: Manual do usuário do produto pedagógico Projeto Genus / O presente trabalho tem por objetivo a produção de um objeto educacional no formato de jogo didático, intitulado Projeto Genus, que constitui material de apoio e recurso facilitador para a compreensão da Genética mendeliana clássica. Este jogo é o produto referente a mestrado profissional desenvolvido no âmbito do Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica – PPGFCET – da Universidade Tecnológica Federal do Paraná (UTFPR). Parte-se da constatação que a compreensão dos fenômenos hereditários é constantemente referenciada como ponto de grandes dificuldades no ensino de biologia, particularmente o ensino de genética. O Projeto Genus foi concebido enquanto proposta metodológica e elemento motivacional para instigar uma prática de ensino visando à construção do conhecimento científico em contexto que proporciona uma interação de maior qualidade entre alunos e professores, estimulando relações cooperativas. Considerando o aspecto educacional, foram utilizados como princípios pedagógicos norteadores a aprendizagem significativa e as metodologias ativas aplicadas na fixação dos conhecimentos teóricos a respeito da genética mendeliana clássica trabalhada no ensino médio. A dinâmica do jogo inclui elementos que remetem à ficção científica e é inspirada em conceitos de “gamificação”. São apresentadas evidências, a partir da utilização do Projeto Genus em sala de aula, de que o jogo constitui material didático com potencial de ser utilizado em aulas genética, fomentando a interação entre professor e alunos no sentido de promover o protagonismo destes no processo educativo. / This work aims at the production of an educational object based on a game platform, entitled Genus Project. Our objective is to support and facilitate the understanding of classical mendelian genetics. This project is under a Professional Masters’ program in Scientific, Educational and Technological Formation – PPGFCET – at the Federal University of Technology, Paraná (UTFPR). Game platforms constitute important educational objects and motivational strategies to stimulate students’ learning. Games can also be considered as alternative proposals for the teaching of diverse aspects of scientific knowledge; in addition, they provide high quality interaction between students and teachers, encouraging cooperative relations between them. From the educational aspect, we focused on meaningful learning and active learning methodologies as pedagogical principles for the teaching of classical mendelian genetics at high school level. Hereditary phenomena are often pointed out as a especially difficult subject in the learning of genetics. Therefore, the Genus Project was developed in order to present alternatives to overcome those difficulties by establishing a science fiction scenario for the game – which is inspired by concepts of "gamification" – including traditional exercises and problems in genetics. In this way, the game stimulates students’ interaction, and promotes educational strategies to empower students and make them protagonists of their own learning process.