Lithuanian University Students’ Knowledge of Biotechnology and Their Attitudes to the Taught Subject

Abstract

The impact of genetic engineering on peoples' everyday life has become present reality. In order to establish the level of the available schoolchildren and university students' knowledge of biotechnology, various investigations have been conducted. However, the current situation in Lithuania remains unclear. A total of 287 students-pre-service teachers from Lithuanian universities participated in the survey focused on attitudes to and knowledge of biotechnology. Our results confirmed the conclusions reached in other countries: students' knowledge of biotechnology is very miserable and attitudes frequently contradict one another. Research results clearly show the necessity for the increase and development of teacher training in the field of biotechnology and point to the ability to obtain and apply knowledge at international level in work practice. Research confirmed the opinion that the history and principles of developing biotechnologies as well as a legal and institutional system of using biotechnologies in Lithuania and the European Union needed to be more exhaustively introduced to all students.

Multidimensional analysis of high-school students' perceptions about biotechnology

“…The present study confirms that students value labelling information about GM food, a common feeling among student populations from different countries (Klop and Severiens 2007;Lamanauskas and Makarskaitė Petkevičienė 2008;Prokop et al 2007;Us ßak et al 2009). Nevertheless, the participants were uncertain about their capacity to determine the amount of dietary GM foods, which further implies that they may perceive label information as scarce and/or insufficiently reliable to allow this control.…”

“…The inclusion of biotechnology in highschool curricula and the media coverage of biotechnology-related topics demand that students' interest about this subject and the importance they attribute to it are assessed (Harms 2002;Kidman 2008). There are a few studies describing students' interest in biotechnology as limited (Kidman 2008;Lamanauskas and Makarskaitė Petkevičienė 2008), whereas others reveal their positive opinions about the importance of technological applications (The Gallup Organization 2009;Sjøberg and Schreiner 2006). Since interest and importance contribute, respectively, to intrinsic and extrinsic motivational patterns that are determining factors in learning and behaviour (Ryan and Deci 2000), understanding how these two dimensions interact with each other and with knowledge and attitudes provides a baseline for the design of improved education strategies.…”

“…Most studies conducted over the last decade to assess public perceptions about biotechnology have focused on adult populations (Hagelin 2004;Klerck and Sweeney 2007;Pin and Gutteling 2009). Furthermore, the few that have addressed young people's perceptions have mainly considered discrete elements, particularly knowledge and/or attitudes (Dawson 2007;Lamanauskas and Makarskaitė-Petkevičienė 2008;Prokop et al 2007;Us ßak et al 2009). In this context, the present study contributes to a more thorough understanding of factors mediating students' perceptions about biotechnology.…”

Alfabetització biotecnològica: molt més que una història de gens

“…El primer camp on s'ha començat a investigar és en les actituds vers la biotecnologia moderna i els interessos amb què parteixen tant estudiants com professors. Nombrosos estudis fets en diferents països s'han centrat a avaluar i analitzar les actituds dels alumnes i professors vers diferents aspectes de la biotecnologia, incloent-hi els coneixements previs, les pors, les creences i els temes ètics relacionats amb l'ús d'aquestes noves tecnologies (Klop i Severiens, 2007;Steele i Aubusson, 2004;Kidman, 2009;Lamanauskas i Makarskaité, 2008). Aquests estudis parteixen amb un objectiu comú: analitzar quins són els aspectes que s'han de considerar en els plans curriculars, a fi d'incorporar l'alfabetització científica al currículum de ciències.…”

Science Instructors’ Perceptions of the Risks of Biotechnology: Implications for Science Education

“…Two studies compared responses on surveys of biology undergraduates with pre-service science teachers (Bal et al 2007;Lamanauskas and Makarskaité-Petkeviciené 2008). Pre-service teachers, more than undergraduates, noted that the public is not sufficiently informed about the risks of certain biotechnology applications and they expressed concerns that biotechnology was not sufficiently regulated (Bal et al 2007;Lamanauskas and Makarskaité-Petkeviciené 2008;Prokop et al 2008).…”