Mills Shaw Kenna R, Van Horne Katie, Zhang Hubert, Boughman Joann
American Society of Human Genetics, Bethesda, Maryland 20814, USA.
Genetics. 2008 Mar;178(3):1157-68. doi: 10.1534/genetics.107.084194. Epub 2008 Feb 1.
National educational organizations have called upon scientists to become involved in K-12 education reform. From sporadic interaction with students to more sustained partnerships with teachers, the engagement of scientists takes many forms. In this case, scientists from the American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), and the National Society of Genetic Counselors (NSGC) have partnered to organize an essay contest for high school students as part of the activities surrounding National DNA Day. We describe a systematic analysis of 500 of 2443 total essays submitted in response to this contest over 2 years. Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education.
国家教育组织呼吁科学家参与从幼儿园到12年级(K-12)的教育改革。从与学生的零星互动到与教师更持久的合作,科学家的参与形式多种多样。在这种情况下,美国人类遗传学会(ASHG)、美国遗传学会(GSA)和国家遗传咨询师协会(NSGC)的科学家合作,组织了一场高中生征文比赛,作为围绕国家DNA日开展的活动的一部分。我们对两年内针对此次比赛提交的2443篇论文中的500篇进行了系统分析。我们的分析揭示了学生在遗传学方面错误观念的本质、这些错误观念的可能来源,以及促进遗传学教育的潜在方法。