Secondary school students are being inadequately prepared for an active understanding of genetic diseases. There is good evidence that students are being graduated out of high school, without even a basic knowledge of the more than two thousand genetic diseases. This work presents this evidence, as well as highlights some of the difficulties and challenges found in the teaching of genetics. This project is aimed at ascertaining how much secondary school level, life science and biology teachers know about genetic diseases. Also, by concentrating on four specific genetic diseases (Cystic Fibrosis; Tay-Sachs Disease; Sickle Cell Anemia; Thalassemia) that are representative of the racial and ethnic distribution in United States secondary schools, this study determines how much and to what degree, teachers are teaching about the subject. Twenty-six life science and biology teachers from the Greater Boston Area, were randomly chosen from the junior and senior high school science teachers that volunteered to participate. All responses from the interview which contained twenty-six questions, were recorded and scored as to accuracy. A Reliability Test was conducted using the process of "test and retest", to determine the test's coefficient of stability. Data was analyzed by a VAX/VMS using the STATA statistical analysis program. This research investigated four questions: (1) Are biology and life science secondary school teachers teaching the basic principles of genetic diseases? (2) Do biology and life science secondary school teachers know the basic principles of genetic diseases? (3) Are biology and life science secondary school teachers teaching the characteristics and mechanisms of the four specific genetic diseases--Cystic Fibrosis; Tay-Sachs Disease; Sickle Cell Anemia; Thalassemia? (4) Do biology and life science secondary school teachers, know and understand the characteristics and mechanisms of the four specific genetic diseases? Using the results of this study, a Genetic Disease Curriculum Strategy Format was developed. The purpose of this teaching manual is: (1) to increase the level of science teachers' knowledge and understanding of genetic diseases; (2) to enhance science teachers' instructional ability; (3) to supplement existing biology and life science curriculum; (4) to assist educators in writing new genetic diseases curriculum.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5565 |
| Date | 01 January 1993 |
| Creators | Bridgforth, Betty Davis |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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