Genetic Literacy of Undergraduate Non–Science Majors and the Impact of Introductory Biology and Genetics Courses

O the last several decades, the role of genetic technologies in health and public policy has persistently increased (Miller 1998, Kolstø 2001), and new knowledge in genetics continues to have significant implications for individuals and society (Lanie et al. 2004).Enhancing the general public’s understanding of genetics will improve communication regarding genetic information and technologies, and help to ensure its appropriate use (Haga 2006). In spite of the increased exposure to genetics issues, recent studies indicate that the general public has a relatively low understanding of genetics concepts (Petty et al. 2000, HGC 2001,Lanie et al. 2004,Bates et al. 2005,Miller et al. 2006), and that genetic information presented informally through different types of media is not always correct (Grinell 1993, Lanie et al. 2004). For these reasons it can be difficult for people without a solid foundation in the basic concepts to distinguish valid genetic information from misinformation (Jennings 2004). In the United States, the National Science Education Standards provide the basis for state science standards and include standards on genetics for each of the clustered grade levels, K–4, 5–8, and 9–12 (NRC 1996). In grade levels K–4 and 5–8, the basic concepts of inheritance and reproduction are introduced, and in grades 9–12, the molecular basis of heredity and biological evolution are covered. Students graduating from high school should leave with a very basic, but reasonably broad, understanding of genetics.However, despite these standards, the 2000 National Assessment of Educational Progress tested approximately 49,000 US students, and on average only about 30 percent of 12th graders could completely or partially answer genetics questions correctly (NCES 2000).