High School Learners’ Misconceptions in Genetic Engineering and their Possible Causes

Several studies have explored learners’ misconceptions in genetics. However, few have explored learners’ misconceptions in genetic engineering, especially in the context of Lesotho. This study sought to find the common misconceptions learners hold about genetic engineering and their possible causes. The study employed qualitative case study in which convenience sampling was used to identify the participating school and class. A class of thirty-four learners and their teacher, participated. Data were gathered using observations, pre-test, post-test, and semi-structured interviews. Thematic approach was used to analyse and present data. The findings revealed that learners held misconceptions regarding the gene concept, Deoxyribonucleic acid (DNA) concept as well as language misconceptions pertaining to the process of isolation. The possible causes of learners’ misconceptions were identified as vast and unfamiliar scientific terminology, lack of teaching/learning resources, inadequate learners’ biology textbooks and teachers’ incompetence in genetic engineering content and the use of ineffective teaching strategies.