CBE—Life Sciences EducationVol. 19, No. 3 General Essays and ArticlesFree AccessStudents’ Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates’ Explanations for Interaction between Genetics and EnvironmentMichal Haskel-Ittah, Ravit Golan Duncan, and Anat YardenMichal Haskel-Ittah*Address correspondence to: Michal Haskel-Ittah (E-mail Address: [email protected]).Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, IsraelSearch for more papers by this author, Ravit Golan DuncanGraduate School of Education and the School of Environmental and Biological Sciences, Rutgers University, New Brunswick, NJ 08901; Visiting Faculty Program Fellow at the Weizmann Institute of Science, Rehovot 76100Search for more papers by this author, and Anat YardenDepartment of Science Teaching, Weizmann Institute of Science, Rehovot 76100, IsraelSearch for more papers by this authorJulia Gouvea, Monitoring EditorPublished Online:21 Aug 2020https://doi.org/10.1187/cbe.19-11-0221AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (387 KB)FiguresReferencesRelatedDetailsCited byInvestigation of undergraduate and master students’ understanding of gene structure and function23 April 2024 | International Journal of Science Education, Vol. 19IMPACT OF AI ROBOT IMAGE RECOGNITION TECHNOLOGY ON IMPROVING STUDENTS’ CONCEPTUAL UNDERSTANDING OF CELL DIVISION AND SCIENCE LEARNING MOTIVATION21 April 2024 | Journal of Baltic Science Education, Vol. 23, No. 2Probiotics: Bridging the interplay of a healthy gut and psychoneurological well‐being27 March 2024 | Food Bioengineering, Vol. 3, No. 1Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom24 January 2024 | Journal of Research in Science Teaching, Vol. 15Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expressionCBE—Life Sciences Education, Vol. 22, No. 4Using concept maps to evaluate preservice biology teachers’ conceptualization of COVID-19 as a complex phenomenon25 May 2023 | Frontiers in Education, Vol. 8Effect of context-based approach on students’ scientific reasoning on heredity conceptsPedagogical Research, Vol. 8, No. 4Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the EnvironmentJournal of Microbiology & Biology Education, Vol. 23, No. 3Cross‐sectional study of students' molecular explanations of inheritance patterns19 November 2021 | Science Education, Vol. 106, No. 2Mechanistic reasoning in science education: A literature reviewEurasia Journal of Mathematics, Science and Technology Education, Vol. 18, No. 11Ending genetic essentialism through genetics educationHuman Genetics and Genomics Advances, Vol. 3, No. 1Describing the Development of the Assessment of Biological Reasoning (ABR)21 October 2021 | Education Sciences, Vol. 11, No. 11Genomics and epigenomics of addiction5 April 2021 | American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, Vol. 186, No. 3How Can We Help Students Reason About the Mechanisms by Which Genes Affect Traits?17 January 2022 Vol. 19, No. 3 September 01, 2020 Supplemental MaterialsMetrics Downloads & Citations Citations: 14 History Submitted: 6 November 2019 Revised: 25 June 2020 Accepted: 5 July 2020 Information© 2020 M. Haskel-Ittah et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).This work was supported by a Weizmann—Abroad Postdoctoral Grant for Advancing Women in Science.PDF download