Quantitative and qualitative studies of various aspects of the perception of biotechnology were conducted among 469 Slovenian high school students of average age 17 years. Our research aimed to explore relationships among students' pre-knowledge of molecular-and human genetics, and their attitudes to four specific biotechnological applications. These applications -Bt corn, genetically modified salmon, somatic-and germ line gene therapywere investigated from the viewpoints of usefulness, moral acceptance and risk perception. In addition, patterns and quality of moral reasoning related to the biotechnological applications from the aspect of moral acceptability were examined. Clear gender differences were found regarding the relationship between our students' pre-knowledge of genetics and their attitudes to biotechnological applications. While females with a better genetics background expressed a higher risk perception in the case of genetically modified salmon, their similarly welleducated male colleagues emphasized risk associated with the use of germ line gene therapy.With all four biotechnological applications, patterns of both rationalistic -deontological and teleological -and intuitive moral reasoning were identified. Students with poorer genetics pre-knowledge applied an intuitive pattern of moral reasoning more frequently than their peers with better pre-knowledge. A pattern of emotive reasoning was detected only in the case of genetically modified salmon. A relatively low quality of students' moral reasoning, as demonstrated by their brief and small number of supporting justifications (explanations),show that there is a strong need for practising skills of argumentation about socio-scientific issues in Slovenian high schools on a much larger scale. The implications for future research

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The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi-experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format (n = 112 students), group 2 only by reading text (n = 124 students), group 3 through multimedia that integrated two short computer animations (n = 115 students) and group 4 by text supplemented with illustrations (n = 117 students). All students received one pre-test in order to estimate their prior knowledge, and two post-tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics. Keywordsacquired knowledge, computer animation, improvement in comprehension, learning of protein synthesis, multimedia learning, retention of knowledge and comprehension.

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The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.