The challenge of teaching K-12 genetic principles

Jamie R. Shuda, Valerie G. Butler, Robert Vary, Darby W. Sweeney, Fernando L. Wagner, and Steven A. Farber; Developmental Biology

“While middle school participants show knowledge gains and improved attitudes about science, ∼50% struggle to master foundational genetic concepts. To address this, the authors compared virtual vs. in-person programming, finding minimal differences in learning outcomes but higher gains on simpler survey questions. Rigorous assessments, however, reveal that many students retain only a basic understanding of genetics. Teaching single-gene inheritance, moreover, may reinforce racial stereotypes through ‘biological essentialism.’ To counter this, BioEYES staff will be piloting approaches that focus on human polygenic traits, such as skin color, that is taught alongside a hands-on experiment with a zebrafish pigment mutant. Future efforts emphasize developing curriculum around polygenic traits, gene-environment interactions, and challenging stereotypes about race, which research suggests could improve genetics comprehension while reducing racial stereotyping. We invite community feedback in these efforts to enhance K-12 genetics education strategies.”