A concrete model for teaching about genes and DNA to young students
Faculty of Community Services, Education and Social Sciences
School of International, Cultural and Community Studies
In this article, Jenny Donovan and Grady Venville return to the vexed question: how do you teach a complex concept to a young learner? Both authors are former science teachers now engaged in science education research into establishing appropriate student understandings of genes and DNA. Jenny first devised this model to use in a Year 2 classroom in response to our previous research that showed a range of alternative conceptions about genes and DNA in older students and expert geneticists' recommendation to teach these concepts at a younger age.