This paper reports the findings of an investigation which probed Batswana students' understanding of inheritance. A sample of students (aged 12 to 16+) responded to a pencil and paper questionnaire, which presented them with a variety of situations which they were asked to explain. Half of the sample were presented with English questions, and the other half with questions in Setswana (the vernacular language of the students). In both cases, they were asked to respond in the same language as the questions. Analysis of the responses revealed a variety of ‘alternative frameworks’, including a widespread belief in the inheritance of acquired characteristics. These are reported and discussed and their implications for teaching are explored. The language of the questions and responses and the gender of the students appeared to have little effect on the nature of the ideas revealed.

Botswana1 children's understanding of biological inheritance

(1984). School science curriculum and innovation: An African perspective. European Journal of Science Education: Vol. 6, No. 3, pp. 217-225.

School science curriculum and innovation: An African perspective

http://iopscience.iop.org/article/10.1088/0031-9120/14/6/306/pdf

P B Vitta

Papers

The physics laboratory in Africa