Reiss, Michael;
Mussard, Jack;
(2022)
Why is genetics so hard to learn? Insights from examiner reports for 16-18 year-olds in England.
School Science Review
, 103
(384)
pp. 32-40.
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Abstract
Genetics forms a major part of A-level biology specifications in the UK for 16- to 18-yearolds. Research has identified several reasons why learning genetics is hard. However, research has not investigated whether examiner reports are useful for identifying difficult genetics concepts for students. This research explored the extent to which examiner reports are a useful tool for inferring student difficulties. A-level biology examiner reports spanning six years were analysed to identify genetics content areas that students have difficulty learning. Follow-up interviews were then conducted with a small number of students and teachers to understand why students find these content areas hard to learn. Teachers and students differed in the genetics content areas they selected as difficult, but students generally agreed with inferences from the analysis of examiner reports.
| Type: | Article |
|---|---|
| Title: | Why is genetics so hard to learn? Insights from examiner reports for 16-18 year-olds in England |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/resources/school-science-re... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10146651 |
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