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. Author manuscript; available in PMC: 2020 Feb 26.
Published in final edited form as: J STEM Outreach. 2019 Sep 24;2(1):10.15695/jstem/v2i1.16. doi: 10.15695/jstem/v2i1.16

Figure 2.

Figure 2.

The students demonstrated breast cancer learning gains, as shown by analysis of the KWL charts. Each of the 11 groups were assessed on their before and after knowledge of two themes on a scale of 0 to 1. The two themes considered vital were: 1) the role of genetics/inheritance in breast cancer (focusing on BRCA1 mutations), and 2) additional types of risk factors for breast cancer. The “Know1” and “Learn1” bars in the graph illustrate what the students knew before versus after the breast cancer activity about the genetic inheritance of breast cancer, especially as related to the BRCA1 gene. The “Know2” and “Learn2” bars in the graph compare what the students knew about other breast cancer risk factors before the activity compared to after the activity.