This paper presents the design, development, and validation of a study among secondary school students’ participation in a novel course on genomic principles and practices by analyzing and documenting evidence of their participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods, was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum. In conclusion, the course offered real-life/real-world applications that encourage all students to conceptualize genomics, human health, diseases, medicine, ethics, beliefs, research, and careers.

中文翻译：

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中学生参与基因组原理和实践新课程的研究。

本文通过分析和记录他们在基因组原理和实践新课程中的参与和教育成果的证据，提出了中学生参与基因组原理和实践新课程的研究的设计，开发和验证。 。使用定性和定量方法的混合方法解决了三个研究问题。1）基于情感证据，中学生如何看待和批判性地判断在现代基因组原理和实践课程中学习的内容主题？2）根据认知证据，中学生参加现代基因组学原理和实践课程时学到了多少内容？3）使用个人访谈证据，中学生在整个课程期间表达的主要看法是什么？通过个人和合作访谈为参与者提供了对课程进行评论的机会，以了解他们在多大程度上认为该课程有趣且具有挑战性。这项研究的进一步研究将有助于建立设计更具包容性的基因组学课程的基础途径。总之，该课程提供了现实生活/现实世界中的应用程序，鼓励所有学生概念化基因组学，人类健康，疾病，医学，伦理学，信仰，研究和职业。