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Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level

Raible, Darbey Maheu
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558

Abstract Details

2010, MS, University of Cincinnati, Allied Health Sciences : Genetic Counseling.
As genetic knowledge and technologies continue to advance, it becomes increasingly important for individuals to have a broad understanding of basic genetics principles. Introductory biology and genetics courses provide an opportunity for increasing understanding of genetics concepts in thousands of students each year. This study is a continuation and expansion of efforts to assess student genetic literacy and critically evaluate undergraduate courses in genetics using the diagnostic Genetic Literacy Assessment Instrument (GLAI). A revised version of the GLAI was administered pre- and postcourse to 373 students enrolled in 10 introductory biology and genetics courses for nonscience and nursing majors at seven colleges and universities across the US. The content and reliability of the updated GLAI have been considered. Students averaged 57% on precourse evaluation, and postcourse scores improved modestly to an average of 67%. Student performance varied across different content areas, and prevalent misconceptions were highlighted on both pre- and postcourse evaluations. Course content and teaching methods were assessed via an instructor questionnaire and observations of classroom activity were conducted using the Reformed Teaching Observational Protocol. Analysis of the impact of these factors on student learning revealed that neither time spent on genetics concepts nor teaching methodologies systematically impacted student learning. Additional studies in genetics education are necessary to determine what aspects of instruction are most useful in improving learning and helping students overcome misconceptions.
Theresa Beery, PhD (Committee Chair)
Carl Huether, PhD (Committee Member)
Bethany Bowling, PhD (Committee Member)
42 p.
Science Education
assessment; biology education; genetics education; genetic literacy; undergraduate

Recommended Citations

Citations

  • Raible, D. M. (2010). Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558

    APA Style (7th edition)

  • Raible, Darbey. Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level. 2010. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558.

    MLA Style (8th edition)

  • Raible, Darbey. "Assessing Genetic Literacy and the Impact of Instruction at the Undergraduate Level." Master's thesis, University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276975558

    Chicago Manual of Style (17th edition)

ucin1276975558
760
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This open access ETD is published by University of Cincinnati and OhioLINK.