Genethics: project accountability via evaluation of teacher and student growth.
Accountability through demonstrated learning is increasingly being demanded by agencies funding science education projects. For example, the National Science Foundation requires evidence of the educational impact of programs designed to increase the scientific understanding and competencies of teachers and their students. The purpose of this paper is to share our human genetics educational experiences and accountability model with colleagues interested in serving the genetics educational needs of in-service secondary school science teachers and their students. Our accountability model is facilitated through (1) identifying the educational needs of the population of teachers to be served, (2) articulating goals and measurable objectives to meet these needs, and (3) then designing and implementing pretest/posttest questions to measure whether the objectives have been achieved. Comparison of entry and exit levels of performance on a 50-item test showed that teacher-participants learned a statistically significant amount of genetics content in our NSF-funded workshops. Teachers, in turn, administered a 25-item pretest/posttest to their secondary school students, and collective data from 121 classrooms across the United States revealed statistically significant increases in student knowledge of genetics content. Methods describing our attempts to evaluate teachers' use of pedagogical techniques and bioethical decision-making skills are briefly addressed.
Hendrix
J R
JR
Department of Biology, Ball State University, Muncie, IN 47306.
Mertens
T R
TR
D001675:Bioethics; D003479:Curriculum; D004521:Educational Measurement; D005178:Faculty; D005826:Genetics, Medical / Q000193:education*; D006801:Humans; D012941:Social Responsibility; D013334:Students; D013663:Teaching / Q000379:methods*