TY - JOUR
T1 - Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen
AU - Boerwinkel, Dirk Jan
AU - Yarden, Anat
AU - Waarlo, Arend Jan
N1 - The participants in this study are named in Appendix 1. We thank them all for providing the elements from which this study was constructed and for participating in productive discussions. This study was made possible by generous financial support from the Cancer Genomics Centre, part of the Netherlands Genomics Initiative.
PY - 2017/12
Y1 - 2017/12
N2 - To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: "What knowledge of genetics is relevant to those individuals not professionally involved in science?" and "Why is this knowledge relevant?" The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.
AB - To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: "What knowledge of genetics is relevant to those individuals not professionally involved in science?" and "Why is this knowledge relevant?" The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.
UR - http://www.scopus.com/inward/record.url?scp=85033488819&partnerID=8YFLogxK
U2 - https://doi.org/10.1007/s11191-017-9934-y
DO - https://doi.org/10.1007/s11191-017-9934-y
M3 - مقالة
SN - 0926-7220
VL - 26
SP - 1087
EP - 1114
JO - Science & Education
JF - Science & Education
IS - 10
ER -