基因體與認知科學/科學學習之跨領域研究

According Plomin and Haworth published (2010), a meta-analysis of 11 000 pairs of twins shows that the heritability of cognitive ability increases significantly from childhood (age 9 around 41%) to adolescence (age 12 around 51%) and young adulthood (age 17 around 66%). Plomin`s study group published in the 2008 International Journal of Science Education, papers pointed out that the effectiveness of "science learning mechanism", and the impact of genes (genetic) accounted for about 60%, while the environment (teaching, social, family) accounted for 40 %. Genes account for increasing proportions of variation in cognitive ability across development, but the mechanisms underlying these increases remain unclear. If we could find the interplay of environmental and genomics and how it leads to produces a change in learning mechanism. The results of our study will be useful in developing suitable interventions to support "adaptive learning and teaching". Here we propose two study approaches; first by bioinformatics and machine deep learning systems investigate co-relationship between science learning, cognitive ability, emotional and genetic variances. Secondary by Conception, especially focus on whether genetic factors, including genetics and epigenetics, play roles in learning memory and cognitive function in adolescents. If we could find the interplay of environmental and genomics and how it leads to produces a change in learning mechanism. The results of our study will be useful in developing suitable interventions to support "adaptive learning and teaching". Past research project’s results get the domestic and foreign media (New York Times) attention and coverage reports, not only has research innovation, and for the national educative policy, the community has potential influence.