Addressing students’ misunderstanding of basic concepts in genetics through the development of targeted educational resources

Misunderstanding of fundamental concepts is believed to be a major factor obstructing students from having a complete understanding of genetics. Similar misconceptions for the same basic concepts of genetics have been reported worldwide, and across all levels of education. This study combined information on the most common misconceptions in genetics in order to develop educational resources specifically designed to challenge university students’ misunderstanding of the key concepts. Three targeted educational resources were developed on the topics of meiosis, Mendelian inheritance, and the concept of the gene. The resources were designed using three different formats: video, card activity, and information booklet, respectively. The choice of media format was determined by the particular common misconceptions targeted. The resource development was conducted in a four stage action research approach of design, create, evaluate and reflect a modification of the traditional four stage approach of action research. The effectiveness of the resources in challenging students’ misconceptions was evaluated based on any subsequent students’ concept changes, how these resources had influenced these changes, and the students’ learning experiences. Two university student cohorts took part in this study, Biology Education students from Universitas Tanjungpur a in Indonesia and Biology and Biomedical undergraduate students from the University of Leicester in the United Kingdom. Research data were collected by means of tests observation and interview and were analysed and triangulated using qualitative approaches. The study showed that all three educational resources effectively promoted change s to students’ misconceptions. The effectiveness of the resources was dependent on their content presentation that challenged students’ misconceptions. The engagement of both Indonesia n and UK students was based on their perceived benefit of the resources rather than their enjoyment of the activity. This study also showed that it is possible to use a modified action research approach informed by published common misconceptions to create effective educational resources.