Haworth Claire M A, Dale Philip, Plomin Robert
King's College London, UK.
Int J Sci Educ. 2008 Jun;30(8):1003. doi: 10.1080/09500690701324190.
We investigated for the first time the genetic and environmental aetiology behind scientific achievement in primary school children, with a special focus on possible aetiological differences for boys and girls. For a representative community sample of 2,602 twin pairs assessed at age nine years, scientific achievement in school was rated by teachers based on National Curriculum criteria in three domains: Scientific Enquiry, Life Processes, and Physical Processes. Results indicate that genetic influences account for over 60% of the variance in scientific achievement, with environmental influences accounting for the remaining variance. Environmental influences were mainly of the non-shared variety, suggesting that children from the same family experience school environments differently. An analysis of sex differences considering differences in means, variances, and aetiology of individual differences found only differences in variance between the sexes, with boys showing greater variance in performance than girls.
我们首次对小学生科学成就背后的遗传和环境病因进行了调查，特别关注男孩和女孩可能存在的病因差异。对于一个具有代表性的社区样本，其中包括2602对9岁的双胞胎，教师根据国家课程标准在三个领域对学校的科学成就进行评分：科学探究、生命过程和物理过程。结果表明，遗传影响占科学成就差异的60%以上，环境影响占其余差异。环境影响主要是非共享性的，这表明来自同一家庭的孩子对学校环境的体验不同。一项考虑了均值差异、方差差异和个体差异病因的性别差异分析发现，两性之间仅存在方差差异，男孩在成绩方面的方差比女孩更大。
