ABSTRACT This study examines secondary students' understanding of epigenetics, focusing on their scientific representations from a chemical perspective. The purpose was to identify common misconceptions and assess how technological interventions can enhance students' conceptual models of epigenetics. A mixed‐methods approach was employed, incorporating pre‐ and post‐tests with 62 students who completed a teaching‐learning sequence (TLS) to represent their understanding of epigenetic mechanisms. The intervention used different technology, including video, simulator, and 3D visualizer, to facilitate the visualization of molecular interactions and the influence of environmental factors on gene expression. Results indicate a significant progression in students' representations, moving from simple descriptive models to more complex, symbolically and molecularly integrated depictions. Key patterns include an improved ability to connect chemical concepts with genetic regulation, although challenges persist in bridging abstract molecular processes with epigenetic phenomena. These findings highlight the value of immersive, visually driven pedagogy in helping students construct accurate and sophisticated mental models in complex biological domains. The study suggests that incorporating advanced visual tools and relatable analogies can address persistent learning barriers in epigenetics, offering a pedagogical framework that could be extended to other abstract scientific topics in secondary education.
Merino et al. (Wed,) studied this question.
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