Human Genetics Education: Results of BSCS Needs Assessment Surveys

Hickman, Faith; Kennedy, Manert H.; McInerney, Joseph D.

doi:10.2307/4446245

Cited by 13 publications

(1 citation statement)

References 2 publications

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“…Our conclusions were substantiated by the extensive work of the Biological Science Curriculum Study (BSCS) (Hickman et al, 1978;Scriver et al, 1978) which formulated and published guidelines concerning the place of human genetics education in the secondary school curriculum. The two guidelines most pertinent to our project are:…”

Section: Goals and History Of The Workhopsmentioning

confidence: 81%

An Effective Format for Inservice Education of Science Teachers on Science and Society Issues

Mertens

Hendrix

1988

School Sci & Mathematics

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Section: Goals and History Of The Workhopsmentioning

confidence: 81%

An Effective Format for Inservice Education of Science Teachers on Science and Society Issues

Mertens

Hendrix

1988

School Sci & Mathematics

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Public Understanding of Genetics: The Deficit Model

Turney

2006

Encyclopedia of Life Sciences

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‘Public understanding of genetics’ is a problematic term. Calls for more education need to be examined carefully to tease out assumptions about who decides what people need to know about genetics and what effect the knowledge might have. A range of studies challenge the ‘deficit’ approach to public understanding, which tends to assume that the goal is abolishing ignorance, in pursuit of approval. A more nuanced approach is called for, taking account of what people already know about science and society as well as technical matters, and how they would prefer to interact with scientists and decision‐makers.

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Public Understanding of Genetics: The Deficit Model

Marks¹

2009

Encyclopedia of Life Sciences

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Genetics is relevant to many aspects of our lives. According to the deficit model of public understanding, any misgivings people have about genetics and its applications stem from a lack of understanding of basic scientific principles. Consequently, education in genetics should lead to improved literacy and therefore support for this area. However, a number of studies show that education campaigns do not automatically lead to increased public support. Instead, it has been argued that understanding is a complex and dynamic process whereby people make sense of information in many different ways, which depend on prior knowledge and on their social and cultural locations. Therefore, members of the public should not be seen as deficient in understanding. Rather, it is argued that they have sophisticated understandings which should be acknowledged, and processes of engagement between science and public are put forward. Key concepts: According to the deficit model, lack of public understanding of genetics leads to an inability to fully participate in social life and potentially lack of support for new technologies. This can be remedied by education. According to critical approaches to public understanding, ‘understanding’ is a complex process that involves social and cultural factors; the focus is on ‘knowledges in context’. Public engagement, where people with different kinds of knowledge and opinions are consulted instead of merely educated, may help improve science–society relations.

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Human Genetics Education: Results of BSCS Needs Assessment Surveys

Cited by 13 publications

References 2 publications

An Effective Format for Inservice Education of Science Teachers on Science and Society Issues

An Effective Format for Inservice Education of Science Teachers on Science and Society Issues

Public Understanding of Genetics: The Deficit Model

Public Understanding of Genetics: The Deficit Model

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