With the advancement of genetic information and technologies, there is an increasing need for a genetically literate public. This study looks critically at student learning and at the current instruction of genetics in introductory non–science major biology and genetics courses at the undergraduate level. A new diagnostic tool, the Genetic Literacy Assessment Instrument, was administered pre- and postcourse to more than 300 students in six introductory nonmajor courses that emphasize genetics to varying degrees. Current data from students in these courses show a precourse average score of 43 percent correct zn the inventory. Postcourse scores increased only modestly, to an average of 49 percent. In this article, we discuss the impact of teaching methods and course content on scores, as well as student learning in the different content areas of genetics. The results suggest that further studies in genetics education are needed to better understand the effect of teaching methods on achieving genetic literacy.
How to translate text using browser tools
1 July 2008
Genetic Literacy of Undergraduate Non–Science Majors and the Impact of Introductory Biology and Genetics Courses
Bethany Vice Bowling,
Carl A. Huether,
Lihshing Wang,
Melanie F. Myers,
Glenn C. Markle,
Gary E. Dean,
Erin E. Acra,
Francis P. Wray,
George A. Jacob
ACCESS THE FULL ARTICLE
It is not available for individual sale.
This article is only available to subscribers.
It is not available for individual sale.
It is not available for individual sale.
BioScience
Vol. 58 • No. 7
July 2008
Vol. 58 • No. 7
July 2008
assessment
Biology education
genetics education
undergraduate
