Matching Society Values: Students’ views of biotechnology

Verdecho, María-José; Niño, Ángela Gómez; Carretero, Antonio J.

doi:10.1080/09500690601152386

Cited by 26 publications

(29 citation statements)

References 24 publications

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“…However, worldwide studies have revealed that students still have knowledge limitations and negative attitudes towards biotechnology (Dawson 2007;Prokop et al 2007;Sáez et al 2008). The seeming inefficiency of the educational policies that have been implemented may be related to the fact that student populations are still poorly characterised with regards to their perceptions about biotechnology (Dawson 2007;Prokop et al 2007;Sáez et al 2008;Us ßak et al 2009). 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).…”

Section: Introductionmentioning

confidence: 94%

“…With the controversy surrounding biotechnology applications continuously fuelling public debate, the concerns about the public's understanding of their implications spread to the educational field, resulting in the curricular incorporation of biotechnology topics (Hanegan and Bigler 2009;Steele and Aubusson 2004) and the development of countless resources to improve students' scientific literacy (Milne and Morrison 2007;Rothhaar et al 2006). However, worldwide studies have revealed that students still have knowledge limitations and negative attitudes towards biotechnology (Dawson 2007;Prokop et al 2007;Sáez et al 2008). The seeming inefficiency of the educational policies that have been implemented may be related to the fact that student populations are still poorly characterised with regards to their perceptions about biotechnology (Dawson 2007;Prokop et al 2007;Sáez et al 2008;Us ßak et al 2009).…”

Section: Introductionmentioning

confidence: 98%

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Multidimensional analysis of high-school students' perceptions about biotechnology

Fonseca

Costa

Lencastre

et al. 2011

Journal of Biological Education

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Concerns about public understanding of biotechnology have motivated educational initiatives to improve students' competency to make scientifically sustained decisions regarding controversial issues. Understanding students' perceptions about biotechnology is essential to determine the effectiveness of these programmes. To assess how students' perceptions are modulated, this study evaluates education and gender effects on knowledge, attitudes, interest, and importance given to biotechnology. Following a quantitative assessment approach, a questionnaire was administered to 698 high-school students engaged in three curricular formats: science students attending biology (n = 225); non-biology science students (n = 210); and non-science students (n = 263). The outcomes of this study suggest that education is more determining than gender in shaping students' perceptions and behavioural intentions, which are modulated by cognitive, affective and motivational elements. Students, particularly from non-science courses, revealed knowledge and interest limitations, but acknowledged the importance of biotechnology. Most students demonstrated positive attitudes towards different applications, except when animal manipulation was involved. Positive correlations between knowledge, attitudes, interest and importance attributed to biotechnology were identified. The implications of these findings are discussed.

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 98%

Multidimensional analysis of high-school students' perceptions about biotechnology

Fonseca

Costa

Lencastre

et al. 2011

Journal of Biological Education

View full text Add to dashboard Cite

show abstract

“…it is believed that school education in science, especially in biology (27,30,32), plays a major role in welcoming and likewise dealing with the multiple challenges of the new biotechnology. it is called upon to prepare and form students as responsible members of society who are able to make wellinformed decisions on the various applications of biotechnology.…”

Section: Introductionmentioning

confidence: 99%

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

Kolarova

2011

Biotechnology & Biotechnological Equipment

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“…After their exposure to the material, the majority were able to describe both positive and negative aspects of cloning. The students perceived cloning as acceptable if the techniques were useful with regard to medicine and treatment of diseases, similar to what Calnan, Montaner and Horne (2005) and Sáez, Niño and Carretero (2008) found in their studies. Nevertheless, the majority of our students considered the cloning of animals and humans as ethically indefensible.…”

Section: Students' Interest In Cloningmentioning

confidence: 50%

Learning about cloning: developing student knowledge and interest through an interactive, context-based approach

Lyngved¹

2012

NorDiNa

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Addressing controversial issues in the science classroom demands that students understand the societal aspects of scientific research. A context-based digital teaching unit, "Cloning plants", was designed in order to introduce cloning. The present study analyses students' learning outcomes and the development of their interest in biology from using the unit. The study was conducted among Norwegian biology students aged 17-18. A pretest and posttest design with individual questionnaires and group interviews was chosen. The study shows that use of the unit resulted in a more nuanced understanding of cloning and an increased interest in cloning. About 80% of the students reported that the realistic context had a positive impact on learning about cloning and 60% reported that they had learned more about scientific research and societal aspects of research on cloning. Students also reported that the context enhanced their interest in cloning. IntroductionGenomics and modern biotechnology are set to become one of the most important scientific and technological revolutions of the twenty-first century (Kirkpatrick, Orvis, & Pittendrigh, 2002). Hence, the products of modern biotechnology processes such as genetic engineering, DNA testing and cloning will increasingly have an impact on society (Lappan, 2000) and will cause controversies. It is essential that young people have a well-developed scientific understanding of these processes so that they are able to contribute to public debate and make informed personal decisions (Dawson, 2007). Societal aspects of science are often neglected in teaching materials. This aspect is important when it comes to understanding controversial issues such as cloning. In an attempt to provide students with more information about the processes and societal dimensions of cloning, an interactive teaching unit called "Cloning plants" (available at http://viten.no) was developed. This paper presents the results of a small-scale study in which knowledge and interest outcomes of students that used the unit "Cloning plants" was explored. Background Cloning 1 as a controversy in the natural sciencesControversial socio-scientific issues, such as cloning, are the kinds of scientific issues typically reported in the media, and are therefore the kind of issues that students are likely to be confronted with in their daily lives (Kolstø, 2001). In itself, cloning is not controversial. Rather, it is its parti- Learning about cloning: developing student knowledge and interest through an interactive, context-based approachRagnhild Lyngved is an associate professor at Sør-Trøndelag University College, in the Faculty of Teacher and Interpreter Education, where she teaches biology. She has participated in the development of the college's master's degree programme in science education. Lyngved has arranged a number of follow-up studies in cloning and molecular biology for teachers in upper secondary schools. Last year she finished her doctoral study at the Department of Biology, Norwegian University o...

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Matching Society Values: Students’ views of biotechnology

Cited by 26 publications

References 24 publications

Multidimensional analysis of high-school students' perceptions about biotechnology

Multidimensional analysis of high-school students' perceptions about biotechnology

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

Learning about cloning: developing student knowledge and interest through an interactive, context-based approach

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