Assessing the Genetics Content in the Next Generation Science Standards

Lontok, Katherine S.; Zhang, Hubert; Dougherty, Michael J.

doi:10.1371/journal.pone.0132742

Cited by 15 publications

(10 citation statements)

References 10 publications

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“…In recent years, access to pharmacogenomics, nutrigenomics, disease risk, ancestry and ethnicity tests, as well as access to sport genetic analyses, has become widespread in low- and middle-income countries. Such genetic and genomic practices are carried out by health care institutions and, moreover, direct-to-consumer (DTC) genetic tests are easily available on the internet ( Covolo et al , 2015; Phillips, 2016). In Ecuador, a case study by the Red Cross found that rape, intimate partner violence and femicide rates are high.…”

Section: Introductionmentioning

confidence: 99%

Assessing knowledge of genetics in undergraduate students in Quito, Ecuador

et al. 2019

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Knowledge of genetics is crucial for understanding genetic and genomic tests and for interpreting personal genomic information. Despite this relevance, no data are available about the level of knowledge of genetics in an Ecuadorian population. This investigation sought to survey such knowledge in undergraduate students affiliated with private and public institutions in Quito, the capital city of Ecuador. A total of 350 individuals responded to a validated questionnaire measuring knowledge of genetics. Scores ranged from 45% to 87% (mean: 66.8%), and students achieved slightly better results when asked about genetics and diseases (mean score: 68.3%) than when asked about genetic facts (mean score: 64.9%). Additionally, no significant differences in performance were found among students from private and public institutions. Surprisingly, the lower score obtained (45%) was from a question about how chromosomes are passed to the next generation. The highly educated status of the surveyed population could explain the overall results; nonetheless, the possibility that the correct responses were given by chance cannot be ignored. Therefore, the actual knowledge of genetics among the participants might be different than that revealed by the percentages of correct answers. Consequently, to achieve the goal of ensuring informed decision-making concerning genetic and genomic tests, it seems evident that the national education programs of Ecuador require improvement in the teaching of genetic concepts.

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Section: Introductionmentioning

confidence: 99%

Assessing knowledge of genetics in undergraduate students in Quito, Ecuador

et al. 2019

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“…In contrast to ELA and mathematics, making adequate yearly progress (AYP) toward proficiency on high-stakes assessments was not mandated in science (NCLB, 2002;Lontok, Zhang, Dougherty, 2015).…”

Section: How Did We Get Here?mentioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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“…The idea of genetic data is popular among non-scientists, but its understanding and consequences are poorly understood. Coverage of core genetic concepts in science, technology, engineering, and math (STEM) education is highly variable (Dougherty et al 2011;Lontok et al 2015) and genetic literacy is persistently low among the United States (US) general population (Haga et al 2013). Despite the technical chasm, persistent pop cultural references to genetics and genomics in both entertainment and the media have elevated and maintained the voguishness of these data.…”

Section: Genetics Is Mainstreammentioning

confidence: 99%

Mind the gap: resources required to receive, process and interpret research-returned whole genome data

2019

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Most genotype-phenotype studies have historically lacked population diversity, impacting the generalizability of findings and thereby limiting the ability to equitably implement precision medicine. This well-documented problem has generated much interest in ascertainment of new cohorts with an emphasis on multiple dimensions of diversity, including race/ethnicity, gender, age, socioeconomic status, disability, and geography. The most well-known of these new cohort efforts is arguably All of Us, formerly known as the Precision Medicine Cohort Initiative Program. All of Us intends to ascertain at least one million participants in the United States representative of the multiple dimensions of diversity. As an incentive to participate, All of Us is offering the return of research results, including whole genome sequencing data, as well as the opportunity to contribute to the scientific process as non-scientists. The scale and scope of the proposed return of research results are unprecedented. Here, we briefly review possible return of genetic data models, including the likely data file formats and modes of data transfer or access. We also review the resources required to access and interpret the genetic or genomic data once received by the average participant, highlighting the nuanced anticipated barriers that will challenge both the digitally, computationally literate and illiterate participant alike. This inventory of resources required to receive, process, and interpret return of research results exposes the potential for access Terms of use and reuse: academic research for non-commercial purposes, see here for full terms. https://www.springer.com/aamterms-v1

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Assessing the Genetics Content in the Next Generation Science Standards

Cited by 15 publications

References 10 publications

Assessing knowledge of genetics in undergraduate students in Quito, Ecuador

Assessing knowledge of genetics in undergraduate students in Quito, Ecuador

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Mind the gap: resources required to receive, process and interpret research-returned whole genome data

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