本研究之目的，在比較國小學習過與沒有學習過遺傳單元的兩屆學生，他們在國一學習遺傳概念時的表現。為達目的，研究者利用自編成就測驗卷為研究工具，針對六十四年版和八十二年版國小自然科學課程改革過渡期的兩屆學生，他們的遺傳五大概念，即：「有性生殖」、「減數分裂」、「基因一性狀」、「計算及邏輯推理能力」及「DNA一基因一染色體」為內容，分別進行前、後測。

參與研究的兩屆學生人數，前一屆為一百二十七人，後一屆為二百零五人。研究結果顯示：（一）經過國一下的遺傳及遺傳相關單元的教學，兩屆學生在後測中的表現，均優於前測。顯示國一遺傳教學，均達到某種程度的效果。（二）在國小學習過遺傳單元的學生，其前測分數優於在國小沒有學習過遺傳單元的學生。

但經過國一的遺傳教學後，國小沒有學習過遺傳單元的學生其後測分數反而優於前者。（三）兩屆學生在前後測表現均十分一致，即「有性生殖」、「基因一性狀」及「DNA一基因一染色體」三大概念優於「減數分裂」與「計算與邏輯推理」。本研究的結果可作為課程改革的部分理論基礎，並期望對國中小的自然課程改革、課程設計及遺傳教學有所幫助。

This paper presents findings from a study of 13-year-old students' understanding of genetics in their first-year biology education. Comparisons have been made between two consecutive grade students who were taught in different science curriculum standards. The first year, 127 students who were taught basic genetics in the human characteristics unit in their six grade science courses and the second year 205 students were not.

Both groups of students were then studied genetics in their junior high school biology. Findings are based mainly on students' responses to written questions (achie-vement test) and supported by small group discussion. A poor understanding of processes at the micro levels as to meiosis (M) and a lack of basic knowledge about the functions and locations among DNA, gene, and chromosome (D-G-C) is popular for all students.

Students have some confusion over the chromosome numbers or copies of genes within different cell types (sperm, egg, or somatic cell). All students showed no apparently improvement in sexual reproduction (SR) and gene characteristics (GC) , but they did well in their pre-and posttests. It was found in posttest that the students showed great deal of improvement in "Ability of calculation and logical reason (ACLR) as well as D-G-C; however; difficulties are remained in both groups of concepts. It was surprised, that the second year students did much better in their posttest than the first year students who have learned some basic genetics in their six grade science course. The reasons were not known at this time. However our findings and implications for teaching and for curriculum reform are dicocced

遺傳學習、遺傳概念、國一學生

learning genetics, genetic concept, 13-year-old student