What Today's High School Students Really Think About Genetics
Walk into any modern high school classroom, and you'll find students navigating a world shaped by biotechnology and genetics—from mRNA vaccines that combat global pandemics to genetic testing kits that reveal ancestral origins. Yet, beneath this surface familiarity lies a critical question: do students truly understand the science shaping their lives?
As genetic technologies rapidly advance, the gap between scientific progress and public understanding widens, making genetic literacy not just an academic exercise but an essential component of informed citizenship. This article explores groundbreaking research into what high school and undergraduate students know about genetics, how they perceive its applications, and why their attitudes may shape the future of scientific innovation and healthcare decision-making.
Recent studies across the globe have begun mapping this uncharted territory of student understanding, with findings that both surprise and concern scientists and educators. From antibiotic misuse to misconceptions about genetic testing, the patterns emerging from classrooms offer crucial insights for educators, policymakers, and scientists alike.
Perceived importance of genetic literacy among educators
The branch of science that studies genes, genetic variation, and heredity in living organisms—essentially, the instruction manual that shapes how organisms develop and function.
Applies genetic knowledge to develop technologies and products that improve human health and society.
Think of DNA as the ultimate recipe book, with genes as individual recipes that tell our cells how to function. When we talk about genetic testing—a key application of biotechnology—we're referring to medical tests that identify changes in chromosomes, genes, or proteins.
Educational researchers have employed a powerful tool to measure genetic literacy: the KAB (Knowledge, Attitudes, and Behavior) framework. This approach doesn't just test factual knowledge; it explores how students feel about genetic technologies and whether they're likely to make scientifically-informed decisions.
Surveyed 1,596 undergraduate students about their understanding of genetics and attitudes toward genetic testing .
Investigated how STEM students understand and use antibiotics—a crucial intersection of genetics, microbiology, and public health 6 .
These studies share a common urgency: as genetic technologies become more accessible, future citizens must be prepared to navigate increasingly complex healthcare decisions. Whether choosing genetic testing or using antibiotics responsibly, these decisions require both scientific understanding and critical thinking skills.
KAB Framework Components
Let's zoom in on the Philippine study, which offers a fascinating case study in student understanding of a common biotechnology application. Researchers surveyed 245 Grade 12 STEM students in Malolos, Bulacan, using detailed KAB questionnaires to assess their understanding of antibiotic use and resistance 6 .
Researchers identified 245 STEM students specifically, recognizing that these students—future scientists, doctors, and engineers—would disproportionately influence scientific understanding in their communities.
Students completed a detailed questionnaire divided into three critical sections:
Researchers used statistical methods to identify patterns, gaps, and relationships between what students knew and how they acted.
The findings revealed significant misconceptions among some of education's most science-literate students:
Student awareness of antibiotic resistance as a global health threat
| Misconception | Percentage of Students | Scientific Reality |
|---|---|---|
| Antibiotics effective for colds/coughs | Significant portion | Antibiotics don't work on viral illnesses |
| Antibiotics can be used preventively | Some students | Promotes resistance without benefit |
| Antibiotics available without prescription | Some students | Regulations require prescriptions for good reason |
The Indonesian study expanded this investigation to core genetic concepts, revealing how academic background shapes understanding. Researchers compared knowledge and attitudes across three groups: healthcare majors, science/technology students, and social sciences/humanities students .
Knowledge and attitudes toward genetic testing by academic major
The correlation between knowledge and attitudes, while statistically significant, was relatively weak (Pearson's r=0.206), suggesting that knowledge alone doesn't fully determine attitudes—personal values, cultural background, and ethical considerations also play important roles .
| Academic Major | Genetic Knowledge Score | Attitude Toward Genetic Testing | Key Characteristics |
|---|---|---|---|
| Healthcare-related | Highest | Most positive | Direct exposure to medical applications |
| Science & Technology | Moderate | Moderate | Strong science foundation but less human application |
| Social Sciences & Humanities | Lowest | Least positive | Less exposure to genetic science |
These findings challenge educators to develop more effective approaches to genetics education that build both understanding and appreciation for responsible application of genetic technologies.
Behind these studies lies a sophisticated array of scientific tools and methods that enable researchers to explore student understanding.
| Research Tool | Function | Application in Genetics Education |
|---|---|---|
| KAB Questionnaire | Measures knowledge, attitudes, behaviors | Customized to genetic concepts and applications |
| Likert Scale | Captures attitude intensity | Students rate agreement with statements about genetic testing |
| Cross-sectional Design | Provides snapshot in time | Assesses current student understanding without long-term tracking |
| Statistical Analysis (SPSS) | Identifies patterns and correlations | Reveals relationships between knowledge and attitudes |
| Demographic Analysis | Explores group differences | Compares understanding across majors, backgrounds, and experiences |
These methodological tools enable researchers to move beyond anecdotal evidence, generating robust data that can inform educational policies and curriculum development.
The KAB framework provides a comprehensive approach to understanding not just what students know, but how they feel and what they do with that knowledge.
The research reveals both encouraging trends and significant challenges in student understanding of genetics and biotechnology. While students in science-oriented fields demonstrate reasonable familiarity with basic concepts, concerning gaps remain in understanding practical applications like antibiotic use. Perhaps most importantly, the connection between knowledge and attitudes appears more complex than often assumed—knowing more doesn't automatically translate to more positive views of genetic technologies.
These findings come at a critical juncture in scientific progress. As gene therapies advance—potentially offering cures for inherited disorders—and personalized medicine becomes more sophisticated, public understanding and acceptance will determine how quickly and widely these innovations benefit society 7 .
The students in today's classrooms will soon vote on funding for genetic research, make healthcare decisions based on genetic testing, and potentially pursue careers developing new biotechnologies.
As these studies suggest, the goal isn't just creating a generation that understands genetics—but one that can thoughtfully engage with its power to shape our health, our families, and our future.
Projected impact of improved genetic literacy