<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hidayati Maghfiroh</style></author><author><style face="normal" font="default" size="100%">Siti Zubaidah</style></author><author><style face="normal" font="default" size="100%">Susriyati Mahanal</style></author><author><style face="normal" font="default" size="100%">Hendra Susanto</style></author><author><style face="normal" font="default" size="100%">Chang, C. Y.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND VALIDATION OF THE GENETICS LITERACY AND REASONING TEST: A TOOL FOR EXPLORING GLOBAL GENETICS ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">genetics literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">instrument validation</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific reasoning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">So far, instruments to measure genetic literacy that encompass global genetic issues are limited. In addition, instruments that assess practical knowledge and comprehensively evaluate genetic literacy skills have yet to be developed. Therefore, this research aimed to develop, validate, and improve an instrument based on a new conceptual framework of genetic literacy across grades. Six stages were conducted based on construct modeling to establish the Genetics Literacy and Reasoning Test. In the development process, numerous sources of evidence were collected, including evaluation from an expert panel to examine face validity, a pilot study to ensure comprehension, and testing involving 250 pre-service biology teachers. The results showed that the Genetics Literacy and Reasoning Test generally has good quality regarding dimensionality, reliability and separation, item fit, person–item mapping, and other data collected from interviews. This study highlights the importance of developing reliable and valid instruments to evaluate students’ genetic literacy and recommends it as a valuable tool for research and practice.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">465-487</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ümran Betül Cebesoy</style></author><author><style face="normal" font="default" size="100%">Ceren Öztekin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">genetics literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-demographic variables</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481916765.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers’ knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers’ genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers’ self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents’ educational levels were positively associated with participants’ genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">159–172 </style></section></record></records></xml>