Beyond Graduate Enrollment: Exploring the Relationships Between Motivation and Genetics Misconceptions Among In-Service Science Teachers

Abstract

Background: Genetics misconceptions remain prevalent among science teachers despite advances in biological sciences, potentially affecting the quality of science instruction. At the same time, in-service teachers pursue graduate education for diverse intrinsic and extrinsic reasons that may influence their professional learning.

Objective: This study explored the relationship between graduate enrollment motivations and genetics misconceptions among in-service science teachers enrolled in the Master of Arts in Education major in General Science.

Methods: A convergent mixed-methods design was employed involving 18 graduate students. Quantitative data were collected using a researcher-developed Genetics Misconception Diagnostic Test and analyzed through descriptive statistics, while qualitative data from an open-ended questionnaire were analyzed using reflexive thematic analysis. Findings were integrated through narrative triangulation.

Results: High levels of misconceptions persisted, particularly regarding genetic determinism, gene function, genome organization, and gene–environment interaction. Participants' primary motivations for graduate enrollment included scientific knowledge acquisition, professional development, career advancement, teaching competence, and personal growth. The integration of findings indicated that teachers pursued graduate education not only for career progression but also to address gaps in their scientific understanding.

Conclusion: Graduate education serves as a transformative pathway that facilitates conceptual change, reduces genetics misconceptions, strengthens pedagogical content knowledge, and enhances science teaching practices, ultimately contributing to improved student scientific literacy.