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...