Sabita Yadav, G Mahesh
Science dissemination through media coverage is an important way in which scientific issues are brought into the limelight and are encountered by the public. Science communication and education are often linked based on common factors. The aim of our study was to identify the genetics content disseminated to the students, the comprehensiveness of the coverage, and the knowledge required for anticipating psychiatric genomics articles. We downloaded news articles related to psychiatric genomics and Indian science textbooks. A deductive content analysis was undertaken using modified genetics learning progression and frameworks listed by the American Society of Human Genetics. The study demonstrates that science concepts from grades 5 to 10 fail to meet the expectations of knowledge sophistication levels required to understand psychiatric genomics news articles. There is a need for adequately addressing the concepts of ‘gene expression and regulation’ and ‘genetic variation’ in science textbooks. Concepts such as genetic overlap of disorders and gene × environment interactions, among others, should be introduced before grade 11. Changes that downplay the content or modifications pertaining to the removal of content might lead to a wider gap between science education and science communication. The study serves as a reference to introduce necessary changes to the curriculum, better aligning it with the goals of the learning progression and bridging the gap in genetics education.