Content Analysis of Science Textbooks on the Misconceptions of Central Dogma of Molecular Biology

Abstract

The study aimed to examine the representations of the Central Dogma concepts in Science textbooks and analyse the potential contributions to students’ misconceptions about the concept. The convergent parallel design was employed and utilized purposive sampling to determine the study participants. Science textbooks were also collected and analysed using document analysis, while the free word association test was employed to determine the teachers’ perception of the concepts related to Central Dogma. Based on the findings, the study showed that the features of the textbooks like definition, figures, analogy, and assessment influence the learning of the learners, and even science teachers have misconceptions on the four concepts, namely: duplication, transcription, translation, and protein that related to the central dogma.