Fostering Equity and Advocacy in a High School Biology Classroom: A Case Study Approach to Genetics and Social Justice

Résumé fourni par la source

This article outlines a genetics and advocacy unit in high school biology, focusing on Sickle Cell Disease and integrating scientific knowledge with societal impact. Aligned with Next Generation Science Standards, the unit engages students in understanding genetic diseases, environmental and social factors, and advocacy’s role in science. Through case studies, discussions and project-based learning, students delve into the intersection of biology, ethics, and civic responsibility. The curriculum fosters inclusive, socially conscious learning environments, motivating students to apply science for advocacy and societal change. Reflections on its implementation suggest ways to enhance student-centered learning and actionable advocacy, aiming to enrich education and empower students as informed, proactive citizens.

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