Students' conceptions of learning in genetics: A phenomenographic research

The purpose of this study is to identify university students' conceptions of learning in genetics. In this study, 108 students were asked to answer to open-ended questions to identify how they conceive learning genetics. The data were analyzed using phenomenographic method. According to the results, sampled university students' conceptions of learning genetics can be divided into five different categories as follows; memorization, testing, research, application and seeing in a new way. The educational system and learning environment, to which these university students enrolled, played a role in their conceptions of learning genetics. This study proposed a framework to describe the variations of the conceptions of learning and how to consist of the desired conceptions The purpose of this study is to identify university students' conceptions of learning in genetics. In this study, 108 students were asked to answer to open-ended questions to identify how they conceive learning genetics. The data were analyzed using phenomenographic method. According to the results, sampled university students' conceptions of learning genetics can be divided into five different categories as follows; memorization, testing, research, application and seeing in a new way. The educational system and learning environment, to which these university students enrolled, played a role in their conceptions of learning genetics. This study proposed a framework to describe the variations of the conceptions of learning and how to consist of the desired conceptions