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Students' Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates' Explanations for Interaction between Genetics and Environment.

ABSTRACT: The idea of the interaction between genes and environment in the formation of traits is an important component of genetic literacy, because it explains the plastic nature of phenotypes. However, most studies in genetics education characterize challenges in understanding and reasoning about genetic phenomena that do not involve modulation by the environment. Therefore, we do not know enough to inform the development of effective instructional materials that address the influences of environmental factors on genes and traits, that is, phenotypic plasticity. The current study explores college students' understanding of phenotypic plasticity. We interviewed biological sciences undergraduates who are at different stages of their undergraduate studies and asked them to explain several phenomena that involved phenotypic plasticity. Analysis of the interviews revealed two types of mechanistic accounts: one type described the interaction as involving the environment directly acting on a passive organism; while the other described the interaction as mediated by a sensing-and-responding mechanism. While both accounts are plausible, the second account is critical for reasoning about phenotypic plasticity. We also found that contextual features of the phenomena may affect the type of account generated. Based on these findings, we recommend focusing instruction on the ways in which organisms sense and respond.

SUBMITTER: Haskel-Ittah M

PROVIDER: S-EPMC8711817 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:IntroductionNature engagement (NE) provides myriad psychological and physiological benefits, many of which begin in childhood and continue into adulthood. Research suggests children who have positive experiences with nature are more likely to continue engaging with nature and have more proenvironmental attitudes (PEAs) as adults. Among the benefits of NE are reduced stress, improved sleep, and improved cognitive performance, all essential criteria for healthy undergraduate life. College students in particular, because of high levels of stress, may benefit from NE, and the frequency and type of their engagement may be impacted by childhood experience.ObjectiveThis study aimed to better understand the potential correlation between university undergraduates' past NE in their middle childhood years (MCYs) and current NE; past NE and undergraduate PEA; and undergraduate NE and stress levels. We chose to examine the middle childhood and undergraduate years because little research has been conducted on the relationship of NE between these two age groups.MethodsWe used a survey of undergraduate students (n = 309) enrolled at a US university to explore the frequency and types of NE during MCYs, their family and neighborhood demographics, and current levels of NE, PEA, and stress in their undergraduate lives.ResultsAlthough results indicated a large decrease in NE from middle childhood to undergraduate years for most participants, we found a significant positive correlation between NE during MCYs and undergraduate NE. We found a positive correlation between MCYs NE and undergraduate PEA as well as undergraduate NE and undergraduate PEA. Contrary to other studies and to our hypothesis, we did not find a correlation between undergraduate NE and reduced stress levels.ConclusionThis study looked specifically at US undergraduate students to compare their current engagement with and attitudes toward nature and the environment with their nature experiences during their formative MCYs. Our results suggest that it is important for people to have positive experiences with nature in childhood, both for continued NE and to inculcate PEAs in adulthood. These results can help in formulating approaches to improving student well-being at institutions of higher learning.

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Students' Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates' Explanations for Interaction between Genetics and Environment.

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