Children Misconceptions about Reproduction and Heredity

Children's Misconceptions About Reproduction and Heredity
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Question One
Students regularly develop misconceptions about reproduction and heredity principles. The illusions must be elicited through specific strategies for learners to overcome the misconceptions. Teachers need to initiate discussions and encourage learners to engage in them. By doing so, they will be free to share their ideas so that an instructor can differentiate between misconceptions and facts. Teachers can also ask questions so that students narrate their visions on aspects of reproduction and heredity to identify wrong ideas or mistakes that they are likely to share. In Driver et al. (2014) article, several research methods propose using questionnaires for learners. When they answer the questionnaires, their visions of the concepts can easily be demonstrated and rectified.
Question Two
Children have different ideas about reproduction as a criterion of life. They regard any inanimate object that can reproduce to be alive. Students at their various stages of learning lack adequate knowledge of the reproductive system of humans. They instead put their beliefs on the misconceptions learned from experiences as they interact with objects. Their fantasies about the principles of human reproduction and heredity are numerous. Studies have shown that young children below six have a misconception that someone's gender is determined by their behaviors, names, clothes, or hairstyle. However, those aged seven and above can rate gender constancy with their biological way of thinking about what it means by reproduction.
There is also a misconception concerning the concept of the origin of babies. Pre-school children have always believed that babies exist in shops, hospitals, tummies, or in heaven. As they mature, the...