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Goldsmiths - University of London

Understanding the science-learning environment: a genetically sensitive approach.

Haworth, C.M.A; Davis, O.S.P.; Hanscombe, K.B.; Kovas, Yulia; Dale, P.S. and Plomin, R.. 2013. Understanding the science-learning environment: a genetically sensitive approach. Learning and Individual Differences, 23, pp. 145-150. ISSN 1041-6080 [Article]

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Abstract or Description

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: Article

Identification Number (DOI):

doi.org/10.1016/j.lindif.2012.07.018

Additional Information:

Open Access funded by Wellcome Trust

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2 August 2013Published
24 July 2012Accepted
8 May 2012Submitted

Item ID:

20696

Date Deposited:

13 Jul 2017 15:28

Last Modified:

13 Jul 2017 15:28

URI: http://research.gold.ac.uk/id/eprint/20696

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