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Haworth CM, Davis OS, Hanscombe KB, et al. Understanding the science-learning environment: A genetically sensitive approach. Learn Individ Differ. 2013;23(100):145-150doi: 10.1016/j.lindif.2012.07.018.
Haworth, C. M., Davis, O. S., Hanscombe, K. B., Kovas, Y., Dale, P. S., & Plomin, R. (2013). Understanding the science-learning environment: A genetically sensitive approach. Learning and individual differences, 23(100), 145-150. https://doi.org/10.1016/j.lindif.2012.07.018
Haworth, Claire M A, et al. "Understanding the science-learning environment: A genetically sensitive approach." Learning and individual differences vol. 23,100 (2013): 145-150. doi: https://doi.org/10.1016/j.lindif.2012.07.018
Haworth CM, Davis OS, Hanscombe KB, Kovas Y, Dale PS, Plomin R. Understanding the science-learning environment: A genetically sensitive approach. Learn Individ Differ. 2013 Feb;23(100):145-150. doi: 10.1016/j.lindif.2012.07.018. PMID: 23565044; PMCID: PMC3617601.
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Learn Individ Differ. 2013 Feb;23(100):145-150. doi: 10.1016/j.lindif.2012.07.018.

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

Learning and individual differences

Claire M A Haworth, Oliver S P Davis, Ken B Hanscombe, Yulia Kovas, Philip S Dale, Robert Plomin

Affiliations

  1. King's College London, Social Genetic and Developmental Psychiatry Centre, United Kingdom.

PMID: 23565044 PMCID: PMC3617601 DOI: 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.

Keywords: Behavioural genetics; Gene–environment correlation; Learning environments; Science ability; Twins

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