Biotechnology and genetic engineering: students' knowledge and attitudes

Lock, Roger; Miles, Colin M.

doi:10.1080/00219266.1993.9655347

Cited by 62 publications

(52 citation statements)

References 1 publication

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“…Biotechnological procedures with microorganisms and plants ( № 3, 4, 5, 7, 8) and experiments with humans when they serve only medicine (№ 1, 6) generated the least number of ethical objections among the respondents; whereas animal testing had the greatest number of opponents, in particular xenotransplantation (№ 2), which was considered to be immoral by most of the respondents. the same trends have been found by other scientists in their research with high school students (4,6,8,20). For example in an inquiry conducted among 15-16 year old students, Dawson and Schibeci (7) also concluded that the approval of biotechnological procedures depended on the type of organism undergoing genetic manipulation.…”

supporting

confidence: 60%

“…Basic material for developing the survey was the eurobarometer, used to examine the attitudes to science, including biotechnology, of adult citizens in the countries of the european Union (10, 13). Some additional ideas for development of the questions were suggested by the existing surveys published in the literature (6,18,20).…”

Section: Methodsmentioning

confidence: 99%

“…Surveys by R. lock and c. Miles found that 52 % of a total of 188 British students (aged 14-16 years) cannot give a single example of genetic engineering (20). in Australia, approximately 20-30 % of 1116 surveyed students (aged 15-16 years) were unable to give examples related to gene engineering applications, cloning and genetically modified (GM) foods.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Kolarova

2011

Biotechnology & Biotechnological Equipment

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supporting

confidence: 60%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Kolarova

2011

Biotechnology & Biotechnological Equipment

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“…However, there are few opportunities within the primary curriculum, in England, for learning about microorganisms. This state of affairs provided the impetus for the research, as it seems essential to find out what children know and understand about microbial activities and related biotechnologies prior to further teaching (Dawson, 2003;Lock and Miles, 1993) if 3 they are to engage in meaningful debate about scientific issues (Millar and Osborne, 1998;Reiss, 2002).…”

Section: Introductionmentioning

confidence: 99%

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Byrne

Grace

2009

International Journal of Science Education

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Concept mapping is a technique used to provide a visual representation of an individual's ideas about a concept or set of related concepts. This paper describes a concept mapping tool using a photograph association technique (CoMPAT) that is considered to be a novel way of eliciting children's ideas. What children at 11 years of age know about particular concepts related to microbial activity is presented and discussed in relation to the effectiveness of CoMPAT as a tool to draw out their ideas. It is proposed that this tool could be used to explore ideas about this and other science concepts from children in other age groups, and where language may be a barrier to participation.

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“…Studies in other countries have shown that understanding of genetics and its various aspects is poor among students of various levels and among the population in general (Lewis and WoodRobinson, 2000;Lewis et al, 2000a, b, c;Lock and Miles, 1993;Lock et al, 1995;Marbach-Ad, 2001;Marbach-Ad and Stavy, 2000;Michie et al, 1995;Ponder et al, 1996;Scriver, 1993;Wood-Robinson, 1994Wood-Robinson et al, 2000). Genetics education has become increasingly important with the advent of recombinant DNA technologies and the subsequent emergence and availability of genetically modified food and organisms (GMOs).…”

Section: Introductionmentioning

confidence: 99%

Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education

Chattopadhyay

2005

CBE

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Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issues, appropriate genetics education is needed in schools. A good foundation in genetics also requires knowledge and understanding of topics such as structure and function of cells, cell division, and reproduction. Studies at the international level report poor understanding by students of genetics and genetic technologies, with widespread misconceptions at various levels. Similar studies were nearly absent in India. In this study, I examine Indian higher secondary students' understanding of genetic information related to cells and transmission of genetic information during reproduction. Although preliminary in nature, the results provide cause for concern over the status of genetics education in India. The nature of students' conceptual understandings and possible reasons for the observed lack of understanding are discussed

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Biotechnology and genetic engineering: students' knowledge and attitudes

Cited by 62 publications

References 1 publication

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Using a Concept Mapping Tool with a Photograph Association Technique (CoMPAT) to Elicit Children’s Ideas about Microbial Activity

Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education

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