Investigates high school students' understanding of the physical relationship of chromosomes and genes as expressed in their conceptual models and in their ability to manipulate the models to explain solutions to dihybrid cross problems. Describes three typical models and three students' reasoning processes. Discusses four implications. (YP)

Describes an intelligent tutoring system named MENDEL, including problem GENERATOR, TUTOR, student MODELER, ADVISOR, hypothesis CHECKER, and problem SOLVER. This software may be used by high school or university biology students as a tool for learning concepts and problem-solving strategies in transmission genetics. (YP)

From respondents to a questionnaire sent to a random sample of 654 Texas biology teachers, the following conclusions were made: 86% agreed evolution should be taught, 47% agreed it was a central theme in biology, 8% indicated that it conflicted with the Bible, and 7% noted there were more useful alternative theories explaining the history of the…

Reports on the meiosis models utilized by five individuals at each of three levels of expertise in genetics as each reasoned about this process in an individual interview setting. Results revealed a set of biologically correct features common to all individuals' models as well as a variety of model flaws (i.e., meiosis misunderstandings) which are…