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Multiple Representations of Human Genetics in Biology Textbooks

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Multiple Representations in Biological Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 7))

Abstract

Multiple ways of representing the emerging new genetic knowledge and its implications have resulted from recent research including the Human Genome Project. In this chapter, we discuss that the presentation of human genetics is now less deterministic, formulated in a more systemic approach, taking into account the interaction between the genes and their environment (epigenetics), discussing the notion of biological determinism, and including connections with ethical and social implications. How are these new genetic trends represented today in biology textbooks? Do multiple ways exist across cultures, languages, and countries? Two complementary sets of data are presented and discussed: (1) the representation of human genetic diseases in French biology textbooks, showing a frequent absence of a systemic approach with nevertheless some exceptions, and (2) a comparative analysis of biology textbooks in 16 countries, showing the common similarity in their use of an implicit message through the same clothes and hairstyle of identical twins, but strong differences—in their use of the metaphorgenetic program —which depended on the sociocultural context of each country. We argue that the renewal of the taught representations of human genetics is correlated not only with the renewal of scientific knowledge but also with implicit values underlying each country’s sociocultural context.

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Notes

  1. 1.

    Based on the online data from France’s Centre d’Epidémiologie sur les causes médicales de décès (CéPiDc) athttp://www.invs.sante.fr/surveillance/maladies_rares/mortalite_mucoviscidose.htm (data retrieved in August 2011).

  2. 2.

    Depending the age of the mother, from 1/1,500 (20 years old) to 1/100 (40 years old) (Herman et al.2002)

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Acknowledgments

This research was financed by the BIOHEAD-Citizen project (2004–2008):Biology, Health and Environmental Education for Better Citizenship (E.C., STREP n° CIT2-CT2004-506015, FP6, Priority 7). We would like to thank our colleagues from the 16 countries who, in the context of this project, analyzed the textbooks of their country and provided us with the results for writing this chapter.

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Authors and Affiliations

  1. The Interdisciplinary Laboratory of Didactical Research and History of Science and Techniques, University Lyon 1, 38 bd Niels Bohr, 69622, Villeurbanne Cedex, France

    Pierre Clément

  2. Science Education Centre, University of Tartu, Tartu, Estonia

    Jérémy Castéra

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  1. Pierre Clément
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Correspondence to Pierre Clément .

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Editors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University, Kent Street, Bentley, Perth, 6102, West Australia, Australia

    David F. Treagust

  2. Science and Mathematics Education Centre, Curtin University, Glenveagh Dr, Mt Roskill 30, Auckland, 1041, New Zealand

    Chi-Yan Tsui

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Clément, P., Castéra, J. (2013). Multiple Representations of Human Genetics in Biology Textbooks. In: Treagust, D., Tsui, CY. (eds) Multiple Representations in Biological Education. Models and Modeling in Science Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4192-8_9

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