Revealing the profile of undergraduate students' understanding of mendelian inheritance concepts.

Advances in genetic information and complex genetic phenomena encourage undergraduate students to understand Mendelian inheritance concepts comprehensively. However, understanding the Mendelian inheritance concepts is still one of the most challenging topics for undergraduate students. This study aimed to reveal undergraduate students' understanding of the concepts of Mendel's first law and Mendel's second law. This research consisted of two stages, namely (1) the development of the Mendelian Inheritance Concepts Assessment (MICA) and (2) a qualitative descriptive study to investigate the extent of students' understanding of Mendelian inheritance. Furthermore, the data obtained were analysed using the percentage technique using Microsoft Office Excel for Windows and interpreted with NVivo12 software. First, the results showed that the MICA test instrument was valid and reliable, so we used it to describe undergraduate students' understanding of Mendelian inheritance. Second, the results showed that undergraduate students had an adequate understanding of Mendel's first law concepts but a partial understanding of determining model organisms and constructing chromosome reconstructions. In Mendel's second law concept, undergraduate students had a sufficient understanding of Mendel's second law principles but misconceptions in determining model organisms and compiling chromosome reconstructions. This finding indicated that understanding Mendel's second law was more complicated than Mendel's first law. More seriously, many students have difficulties understanding the principles of Mendel's law, determining model organisms of Mendel's law, and compiling chromosome reconstructions of Mendel's law. Thus, the results can be the basis for improving the quality of the process and assessment of genetic learning at the university. [ABSTRACT FROM AUTHOR]