Genomics Literacy Matters: Supporting the Development of Genomics Literacy through Genetics Education Could Reduce the Prevalence of Genetic Essentialism

Autor/inn/en	Donovan, Brian M.; Weindling, Monica; Salazar, Brae; Duncan, Alex; Stuhlsatz, Molly; Keck, Phillip
Titel	Genomics Literacy Matters: Supporting the Development of Genomics Literacy through Genetics Education Could Reduce the Prevalence of Genetic Essentialism
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 4, S.520-550 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donovan, Brian M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21670
Schlagwörter	Genetics; Literacy; Science Instruction; Race; Self Concept; Comparative Analysis; High School Students; Learning Experience; Racial Differences; Student Attitudes; Thinking Skills; Scientific Concepts; Attitude Change; Teaching Methods + Suchen Sie Ihr Suchwort? Humangenetik; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rasse; Abstammung; Selbstkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernerfahrung; Rassenunterschied; Schülerverhalten; Denkfähigkeit; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a conceptual understanding of genomics protects against the development of genetic essentialism. Using a randomized control trial (RCT) (N = 721, 9th-12th graders), we explore if students with more genomics literacy are more able to conceptually change their genetic essentialist beliefs after engaging in a learning experience designed to refute essentialist thinking. The results of the RCT demonstrated that students with higher genomics literacy (relative to those with lower genomics literacy) exhibited greater reductions in the perception of racial differences and greater reductions in belief in genetic essentialism after learning how patterns of human genetic variation refute genetic essentialism. These results suggest that genetics education can protect students from developing a belief in genetic essentialism when it provides them with opportunities to learn multifactorial genetics and population thinking in conjunction with how these concepts refute essentialist thinking. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01