本研究以臺北地區的國小五六年級學生與國中一二年級學生為研究對象抽取五所學校之615位學生為樣本應用自編的[遺傳概念先前測驗](Genetic Preconception Test) 探討學生的遺傳先前概念及其發展情形探討的主題為:(1)學生對[一般遺傳現象]的想法(2)遺傳機制的概念(3)獲得性性狀不可遺傳的概念研究結果顯示受測學生在遺傳概念的理解上國一學生的表現優於國小五六年級與國中二年級學生 小五學生表現顯著低於其他三個年級的學生而小六和國二的GPT成績無顯著差異 由此顯示國一的遺傳學習並未使學生達成概念改變 研究結果顯示 受測學生對一般遺傳現象 多有父母對子代性狀遺傳影響不等的想法受測學生多半認為父親對子代性狀影響較大 此 外多數學生不能用孟德爾遺傳法則來預測子代性狀 他們由日常生活經驗歸納出子代多半是[組合型]的 並用此歸納出的法則來預測子代性狀 而受測學生對子代性狀的預測會受[擁有同一性狀人數多寡]和[題目情境是現實或虛擬]兩個因子影響 '將近半數受測學生認為獲得性性狀是可遺傳或可[部份遺傳]而獲得性性狀獲得的時間是成年或幼年和獲得性性狀連續獲得多代或單代這兩因子會影響學生決定一獲得性性狀是否傳給下一代由本研究顯示學生通常具有遺傳先前概念而此先前概念常與正統科學相衝突 因此要使學生能有效的學習必須注重學生的先前概念而教學應使學生將其先前轉變成眾人可接受的科學概念本研究結果可提供教師教學的參考亦可供改進教科書的編製

In the present study, Genetic Preconception Test was developed and used to investigate students' preconceptions in Genetics. The sample of the study consisted of 615 students from grade 5 to grade 8 selected from five schools in Taipei area. The topics studied in this research are normal genetic phenomenon , genetic mechanism, and the inheritance of acquired characters. It was found that the Grade 7 students got significant higher scores than the grade 8 students'. The grade 5st udents got significantly lower scores than the other three grade ones. However, no significantly differences betweengra de 6 and grade 8 students, although the latter had more genetic learning in their grade 7 bilolgy course. The findings indicated that the genetic learning in the grade 7 did not change students' preconceptions effectively. In details, the students held that parents had unequal influences on the inheritance of children's characters. They thought that a father had nore genetic influences on his children. Most students in study could not apply Mendel's genetic principle to predict children's characters. They referred children's characters as kind of "combination" based on their own experiences and observations. The data revealed some factors other than Mendel's law was used to predict geneti by most students. Almost half students think acquired characters could be inheritable or could partially inheritable or not. Also, the number of generation held the acquired character had the same effect. In conclusion, it was suggested that students often have well-formed preconceptions about, and explanation for, the biological world around them. The views the hold are often in conflict with those accepted by the scientific community. If teaching is to be made more effectively, these viewpoints must be taken into account, and teaching should move studentsaway from their own deeply held preconceptions, towards nore acceptable scientific explanations.