Historiographical analyses of the development of genetics in the first decade of the 20th century have been to a great extent framed in the context of the Mendelian-Biometrician controversy. Much has been discussed on the nature, origin, development, and legacy of the controversy. However, such a framework is becoming less useful and fruitful. This paper challenges the traditional historiography framed by the Mendelian-Biometrician distinction. It argues that the Mendelian-Biometrician distinction fails to reflect the theoretical and methodological diversity in the controversy. (...) It also argues that that the Mendelian-Biometrician distinction is not helpful to make a full understanding of the development of genetics in the first decade of the twentieth century. (shrink)

Understanding how situational features of assessment tasks impact reasoning is important for many educational pursuits, notably the selection of curricular examples to illustrate phenomena, the design of formative and summative assessment items, and determination of whether instruction has fostered the development of abstract schemas divorced from particular instances. The goal of our study was to employ an experimental research design to quantify the degree to which situational features impact inferences about participants’ understanding of Mendelian genetics. Two participant samples from different (...) educational levels and cultural backgrounds were used to test for context effects. A multi-matrix test design was employed, and item packets differing in situational features were randomly distributed to participants in the two samples. Rasch analyses of participant scores from both samples produced good item fit, person reliability, and item reliability and indicated that the university sample displayed stronger performance on the items compared to the high school sample. We found, surprisingly, that in both samples, no significant differences in performance occurred among the animal, plant, and human item contexts, or between the fictitious and “real” item contexts. In the university sample, we were also able to test for differences in performance between genders, among ethnic groups, and by prior biology coursework. None of these factors had a meaningful impact upon performance or context effects. Thus some, but not all, types of genetics problem solving or item formats are impacted by situational features. (shrink)

In this article, we review genetic determinism and highlight how our earlier research on the philosophy of place can contribute to a better understanding of genomics and ongoing debates about genetic modification. We show how place can undermine any philosophy of genetic determinism. By using our philosophy of place, our investigation contributes to a call for a turn for humanity toward a “collective being-at-home-in-the-world”, instead of being estranged from place which genetic determinism actively promotes. We also utilise cinema studies research (...) of the film GATTACA to conceptualise how place and genetic determinism contrast. Our examination is intended to contribute to ongoing discussions about genetic determinism as they play out in the media, in education and influence discrimination. Fundamentally, we show why scholars in this area should consider place alongside genetic determinism in their future investigations. (shrink)

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether (...) knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; levels of belief in genetic determination of social traits were low, which contradicts prior work; associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. (shrink)

This article studies the conceptions of the interior of the Earth held by Portuguese elementary school children and senior citizens. Several studies were conducted regarding conceptions related to Earth sciences, such as rocks, minerals, earthquakes geological time, and Earth structure. Most of these studies involved students enrolled in compulsory education, some involved higher education students, several involved teachers, and only a few involved adults. The majority of the results showed that many misconceptions are held by people of all ages. Similar (...) results were found in this study, as both children and senior citizens revealed several misconceptions. The research resorted to a questionnaire based on a drawing task so as to find out the way that children and senior citizens imagine the structure and composition of the interior of our planet. A comparison between children’s and senior citizens’ drawings was made, as well as a comparison between those drawings and the historical models of the internal structure of the Earth. We found that only a small number of children and even a smaller number of senior citizens recognize that the interior of the Earth is organized in concentric layers. They assume that soil and water are a common part of the internal composition of our planet. Similarities between the drawings and the historical models were identified, particularly similarities related to Gautier’s model, which accepts the possibility of the existence of life in the interior of the planet as it happens on its surface. (shrink)

This paper contributes to the ongoing reassessment of the controversy between William Bateson and Karl Pearson by characterising what we call “Batesonian Mendelism” and “Pearsonian biometry” as coherent and competing scientific outlooks. Contrary to the thesis that such a controversy stemmed from diverging theoretical commitments on the nature of heredity and evolution, we argue that Pearson’s and Bateson’s alternative views on those processes ultimately relied on different appraisals of the methodological value of the statistical apparatus developed by Francis Galton. Accordingly, (...) we contend that Bateson’s belief in the primacy of cross-breeding experiments over statistical analysis constituted a minimal methodological unifying condition ensuring the internal coherence of Batesonian Mendelism. Moreover, this same belief implied a view of the study of heredity and evolution as an experimental endeavour and a conception of heredity and evolution as fundamentally discontinuous processes. Similarly, we identify a minimal methodological unifying condition for Pearsonian biometry, which we characterise as the view that experimental methods had to be subordinate to statistical analysis, according to methodological standards set by biometrical research. This other methodological commitment entailed conceiving the study of heredity and evolution as subsumable under biometry and primed Pearson to regard discontinuous hereditary and evolutionary processes as exceptions to a statistical norm. Finally, we conclude that Batesonian Mendelism and Pearsonian biometry represented two potential versions of a single genetics-based evolutionary synthesis since the methodological principles and the phenomena that played a central role in the former were also acknowledged by the latter—albeit as fringe cases—and conversely. (shrink)

Whenever we communicate, we inevitably have to say one thing before another. This means introducing particularly subtle patterns of salience into our language. In this paper, I introduce ‘order-based salience patterns’, referring to the ordering of syntactic contents where that ordering, pretheoretically, does not appear to be of consequence. For instance, if one is to describe a colourful scarf, it wouldn’t seem to matter if one were to say it is ‘orange and blue’ or ‘blue and orange’. Despite their apparent (...) triviality, I argue that order-based salience patterns tend to make the content positioned first more salient – in the sense of attention-grabbing – in a way that can have surprising normative implications. Giving relative salience to gender differences over similarities, for instance, can result in the activation of cognitively accessible beliefs about gender differences. Where those beliefs are epistemically and/or ethically flawed, we can critique the salience pattern that led to them, providing an instrumental way of evaluating those patterns. I suggest that order-based salience patterns can also be evaluated on constitutive grounds; talking about gender differences before similarities might constitute a subtle form of bias. Finally, I reflect on how the apparent triviality of order-based salience patterns in language gives them an insidious strength. (shrink)