Cross-Curricular Collaboration in Teaching Social Aspects of Genetics

Abstract

Science teachers can lack pedagogic skill and confidence in handling multi-faceted socio-scientific issues. This project explored the development, implementation, and evaluation of a ‘cross-curricular’ day as a suitable vehicle in eight different schools for both engaging 14–16 year old pupils in active consideration of social aspects of genetics and enabling science and humanities teachers to collaborate in planning and delivery. The cross-curricular research team planned a programme of activities, involving volunteer teams of teachers in development. Pupils in participating schools generally found the day stimulating, increasing their understanding of genetics and appreciation of social aspects. However, implementation showed that some teachers missed important learning opportunities as a result of lack of critical scaffolding of pupils’ discussions and limited expertise in ethical analysis. Cross-curricular collaboration was successful in presenting pupils with a holistic experience but had limitations in developing teachers’ expertise. Continuing professional development for both science and humanities teachers is needed to address socioscientific issues effectively.

Keywords

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.