The increased use of drugs such as marijuana by teens, combined with their lack of scientific knowledge regarding the addiction potential and detrimental effects on the body is a growing problem in American youth.  Thus, our goal is to assess the scientific knowledge of 8th grade students (particularly in the field of genetics) and identify the misconceptions related to drug abuse and addiction risk. Second, we will also determine if a small “treatment” of genetics science education will help dispel some of the misconceptions. This project fits under aim 3 of the overall C-StARR aims in that it tests a novel science education program about addiction that will be implemented in school communities. It also fits under aim 2 of the Administration, Theory and Prevention Core in that it tests a novel education program and has the feasibility to lead to larger studies; the evidence from this pilot will be employed to develop a major genetics-focused science education program about addiction for rising 8th and 9th grade students that aims at reducing use of alcohol, tobacco, and marijuana during the ensuing high school years.

This project aims at targeting 8th grade students in a local middle school using a randomized-control design (experimental and control group) to deliver an online mini science education module that addresses the underlying genetics and environmental factors associated with drug abuse and addiction (related to alcohol, tobacco, and marijuana). The Duke University Health System IRB determined that the followed protocol met the criteria for a declaration of exemption because the content of the education model is already taught in the classroom. The scientific content includes some basic information about the brain, specific principles of genetics (grade appropriate), and the role of the environment in influencing expression of addiction as a disease. The control module is similar but it contains minimal information about the brain, drug use and addiction. The control module refers to genetics as one of many factors that can influence drug addiction.

The goal of this pilot project was:  (1) to determine the level of knowledge of basic genetics in 8th grade students; (2) to determine if providing enhanced science content in genetics can improve science knowledge and help students apply that knowledge to understanding risks for development of disease, e.g. addiction.  Findings will help develop better curricular materials for the 8th grade population that will correct misconceptions and enhance genetics learning.

The findings generated from this project will be used to guide our development of a major genetics-focused science education program about addiction for rising 8th and 9th grade students.  We plan to determine if students exposed to such a program demonstrate reduced use of alcohol, tobacco, and marijuana during the ensuing high school years.

A total of 165 eighth grade science students at Durham School of Arts were randomized to a science education unit on the website on genetics and addiction (standard or enhanced versions).   Of the 11 content questions, there were significant improvements in 5 of them, and smaller improvements (but not reaching statistical significance) in 4.  Of the 7 integrative questions, there was a significant increase in the percentage of students answering 1 question correctly, and smaller increases in 4 additional questions.  With a larger number of participants, it is very likely that the questions showing small improvements would reach statistical significance.