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This paper presents further findings from a study of young people's understanding of genetics towards the end of their compulsory science education. It focuses on the ability of these students to distinguish between genes and genetic information and the extent to which they are aware of the continuity of genetic information between cells within one individual. Many students hold the misconception that cells of different types will contain different genetic information because they have different functions and will therefore require different information. Confused, conflicting, and uncertain reasoning is also common. The implications of these findings in terms of understanding cell division are considered.
Lewis et al. (Thu,) studied this question.