AbstractRecent research in genetics learning showed that students had inappropriate models of meiosis in their minds. These conception research studies are limited in the sense that they did not inform students' problem-solving success in genetics. Contemporary view suggests the inclusion of model-revising problems in problem-solving research in science education. Such problems require students to revise their existing basic models to fit into the anomalous data of the problem. In genetics, it is believed by researchers that both an understanding of the terms and a focus on the whole problem are crucial factors for problem-solving success. In other words, the ability to apply concepts to problem-solving should be examined. The author thus suggests that future integrated trend of research in genetics should also incorporate the phenomenographic perspective to look at the approach to problem-solving of the problem solvers.
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