| Abstrakt: |
Significant breakthroughs in genetics over the last few decades have profoundly affected public policy, health, and knowledge of society, which brought the need for genetic literacy. Reconceptualization of genes and heredity in science and science education is needed because genetics is an overarching goal of the science curriculum. Genetics instruction plays a crucial role in shaping future generation's awareness of genetic literacy issues, as they are expected to make informed judgments about genetic technologies. However, the literature related to genetics education demonstrates the difficulties inherent in incorporating genetic literacy into the learning process. Due to the lack of a complete literature review, this study reports and explores elements of the conceptual framework in the genetics-based innovation curriculum to be applied in the genetics-based learning process in secondary schools. The research procedure followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which searched and screened publications indexed by Scopus from 2015 to June 2021. This research approach uses The PICOS (problem, intervention, comparison, outcome, and setting). Regarding the analysis of PRISMA, three core frameworks were found in this study, including curriculum, instruction, and assessments in genetic literacy for secondary school. This study will help policymakers integrate genetic literacy into the curriculum, and academic researchers realize genetic literacy interventions in learning. [ABSTRACT FROM AUTHOR] |
