The Library
Understanding the science-learning environment : a genetically sensitive approach
Tools
Tools
Tools
Haworth, Claire M. A., Davis, Oliver S. P., Hanscombe, Ken B., Kovas, Yulia, Dale, Philip S. and Plomin, Robert (2013) Understanding the science-learning environment : a genetically sensitive approach. Learning and Individual Differences, Volume 23 (Number 100). pp. 145-150. doi:10.1016/j.lindif.2012.07.018
|
PDF
WRAP_1-s2.0-S1041608012001094-main.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution. Download (456Kb) | Preview |
Official URL: http://dx.doi.org/10.1016/j.lindif.2012.07.018
Abstract
Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.
| Item Type: | Journal Article | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education Q Science > Q Science (General) |
||||||||||
| Divisions: | Faculty of Science, Engineering and Medicine > Science > Psychology | ||||||||||
| Library of Congress Subject Headings (LCSH): | Science -- Study and teaching, Behavior genetics, Scientific ability | ||||||||||
| Journal or Publication Title: | Learning and Individual Differences | ||||||||||
| Publisher: | Pergamon Press | ||||||||||
| ISSN: | 1041-6080 | ||||||||||
| Official Date: | February 2013 | ||||||||||
| Dates: |
|
||||||||||
| Volume: | Volume 23 | ||||||||||
| Number: | Number 100 | ||||||||||
| Number of Pages: | 6 | ||||||||||
| Page Range: | pp. 145-150 | ||||||||||
| DOI: | 10.1016/j.lindif.2012.07.018 | ||||||||||
| Status: | Peer Reviewed | ||||||||||
| Publication Status: | Published | ||||||||||
| Access rights to Published version: | Open Access | ||||||||||
| Funder: | Medical Research Council (Great Britain) (MRC), National Institutes of Health (U.S.) (NIH), Russia (Federation), Wellcome Trust (London, England) | ||||||||||
| Grant number: | G0901245 (MRC), HD44454 (NIH), HD46167 (NIH), HD059215 (NIH), 11.G34.31.003 (RF), WT088984 (WT) |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |
Downloads
Downloads per month over past year
