본 연구는 전남지역에 거주하는 중학생 5명과의 소집단 면담을 통하여 유전자에 대한 선개념과 오개념의 원인을 구체적으로 분석하고자 하였다. 학생들은 과학에 흥미를 가지고 있었으며, 정규 생물교과과정에서 유전자나 유전현상에 대해 배우지 않았지만, 대중매체나 타 교과에서 유전자나 유전자재조합기술에 대해 들어본 경험이 있었다. 다양한 생물과 무생물의 그림을 제시하고 이들이 유전자를 가지고 있는지, 그렇지 않은지에 대해 질문해 본 결과, 유전자를 부모로부터 자손에게 전달되는 유전정보라고 대답한 학생은 그가 이해한 유전자에 대한 정의를 일관되게 적용하여 잘 판단하였다. 그러나 4명의 학생들은 의외의 답을 말하였는데 이는 학생들이 “생물은 유전자를 가진다”는 사실은 이해하고 있었지만, 생물이나 생명현상을 올바르게 이해하지 못하고 있었다는 것을 알 수 있었다. 또, 학생들에게 동일한 유전자를 물려받은 일란성 쌍둥이가 다른 환경에서 자랐다면, 어떤 특성이 같거나 다른지에 대해 생각해 보게 하였다. 그 결과 학생들은 사람의 키, 몸무게, 취향이나 성격 등이 대부분 유전자에 의해 결정될 것이라고 생각하였는데, 5명 모두 지능에 대해서만은 노력에 따라 달라질 수 있으며 환경에 따라 다를 것이라고 답하였다. 이러한 학생들의 선개념들은 대중매체나 책, 주변의 경험을 바탕으로 형성되었음을 알 수 있었다. 이들은 정규 생물 교육과정보다 먼저 다양한 경험과 대중매체를 통해 인간의 키, 몸무게, 취향이나 성격 등의 특성을 유전자가 결정하는 것이라는 선개념을 가지고 있었다.

To analyze preconceptions and/or misconceptions on genetics of middle school students, we interviewed a group of five students from a small town in Cheonranamdo, Korea. We asked three questions and let the students talk over the questions within the group, including two interviewers. The interview started with a question that asked if they were familiar with genes or recombinant DNA techniques. Although they did not have a chance to learn genetics in biology classes, they had heard about genes or recombinant DNA techniques in other classes or through mass media. After that, a series of pictures with living creatures and non-living things were shown to the group, and students were asked whether or not each of the items carried genes. All of the students understood the fact that genes are something a living creature carries. However, they did not incorporate their general understanding in pinpointing the living creatures with genes. Lastly to investigate how the students understand the human traits, they were asked what kinds of characters would be shared by identical twins raised in different invironments. They showed a strong tendency toward genetic determination of human characters such as heights, weights, personalities, an so forth. One exception we noticed was intelligence. All five students agreed that intelligence was the trait that the personal experiences and efforts are more important than the genetic background.

To analyze preconceptions and/or misconceptions on genetics of middle school students, we interviewed a group of five students from a small town in Cheonranamdo, Korea. We asked three questions and let the students talk over the questions within the group, including two interviewers. The interview started with a question that asked if they were familiar with genes or recombinant DNA techniques. Although they did not have a chance to learn genetics in biology classes, they had heard about genes or recombinant DNA techniques in other classes or through mass media. After that, a series of pictures with living creatures and non-living things were shown to the group, and students were asked whether or not each of the items carried genes. All of the students understood the fact that genes are something a living creature carries. However, they did not incorporate their general understanding in pinpointing the living creatures with genes. Lastly to investigate how the students understand the human traits, they were asked what kinds of characters would be shared by identical twins raised in different invironments. They showed a strong tendency toward genetic determination of human characters such as heights, weights, personalities, an so forth. One exception we noticed was intelligence. All five students agreed that intelligence was the trait that the personal experiences and efforts are more important than the genetic background.

gene, genetic concept, preconception, nature vs. nurture, small group interview