A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

Autor/inn/en	van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.
Titel	A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing
Quelle	In: International Journal of Science Education, 33 (2011) 15, S.2037-2067 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2010.525797
Schlagwörter	Teacher Characteristics; Testing; Knowledge Base for Teaching; Educational Practices; Hygiene; Genetics; Biology; Teaching Methods; Context Effect; Experienced Teachers; Clinical Teaching (Health Professions); Interviews; Scientific Concepts; Pedagogical Content Knowledge; Ethics; Moral Issues; Moral Values; Diagnostic Tests + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Humangenetik; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Ethik; Moraltheorie; Moral value; Ethischer Wert; Diagnostic test; Diagnostischer Test
Abstract	Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed. (Contains 2 tables, 1 figure and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10