A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?

Autor/inn/en	Dougherty, M. J.; Pleasants, C.; Solow, L.; Wong, A.; Zhang, H.
Titel	A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?
Quelle	In: CBE - Life Sciences Education, 10 (2011) 3, S.318-327 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.10-09-0122
Schlagwörter	Genetic Disorders; Federal Legislation; Quality of Life; Genetics; Sciences; High Schools; State Standards; Science Education; Curriculum; Teaching Methods; Diseases; Researchers; Literacy; Testing; Accountability; Outcomes of Education; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Lebensqualität; Humangenetik; Science; Wissenschaft; High school; Oberschule; Naturwissenschaftliche Bildung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Disease; Krankheit; Researcher; Forscher; Alphabetisierung; Schreib- und Lesefähigkeit; Testdurchführung; Testen; Verantwortung; Lernleistung; Schulerfolg; USA
Abstract	Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or "standards," that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states' genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10