Biotechnology learning in Slovenian upper-secondary education: gaining knowledge and forming attitudes

Paš, Maja; Vogrinc, Janez; Raspor, Peter; Knežević, Nada; Zajc, Jožica

doi:10.1080/02635143.2018.1491473

Cited by 9 publications

(9 citation statements)

References 33 publications

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“…Furthermore, all students who gave a utilitarian de nition of biotechnology with a focus on production, were in favour of the applications of transgenics presented. Our results are in accordance with a recent work from Slovenia, in which a signi cant correlation between the knowledge about biotechnology and attitudes towards the consumption of genetically modi ed food and the use of biotechnology in medicine or agriculture was found in 17-18-year-old students (Paš et al, 2019).…”

Section: Discussionsupporting

confidence: 93%

Current knowledge and attitudes of students towards biotechnology: A long way to go

Alberro

Ortega-Lasuen

Díez

2022

Preprint

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Thanks to technological innovations, science is rapidly evolving, and therefore, development of effective and engaging learning strategies is needed to ensure knowledge transmission. But first, we need to know what the current situation is. In this work, we focused on biotechnology, a scientific branch that is present in many of aspects of our daily life, but also a source of controversy. We described the knowledge of Baccalaureate students about biotechnology and its uses, as well as their awareness about the transgenic food as a socioscientific issue, and their attitudes towards applications of transgenics. Most students cannot give an appropriate definition of biotechnology. Besides, students have misconceptions about transgenics, and easily change their attitudes. Thus, new strategies to get students interest and improve knowledge transfer should be implemented.

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Section: Discussionsupporting

confidence: 93%

Current knowledge and attitudes of students towards biotechnology: A long way to go

Alberro

Ortega-Lasuen

Díez

2022

Preprint

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“…The knowledge responses show that the students were highly knowledgeable about biotechnology. According to Sáez et al [15], most university students are believed to possess high biotechnology education levels [30].…”

Section: Resultsmentioning

confidence: 99%

Biotechnology: knowledge, perception and future in Saudi Arabia

Banjer

Shami

Horaib

et al. 2021

Biotechnology & Biotechnological Equipment

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The use of different biotechnological applications has grown immensely over the previous years to almost double the industry's size. There has been significant attention directed to the potential of the biotechnology industry and its imminent role in ensuring a country's development. The Kingdom of Saudi Arabia (KSA) is one of many countries planning to employ biotechnologies as a means of reaching a high-income economy. This study investigated the knowledge and perceptions of a cohort of 178 university students from around the KSA on biotechnology applications. The study showed that the majority, 50%, agreed that they had information about biotechnology and its application. Many respondents (43.8%) agreed with the biotechnology practices and activities. There was a significant positive correlation between the knowledge and perception of the students (χ 2 =34.54, ρ=0.0001). The majority of the respondents acknowledged that biotechnology was essential for enhancing the students' perception and improving biotechnology activities. The responses demonstrated the attitudes and beliefs (which have a great influence on the personal decisions of individuals) of current students, who eventually will be policy-makers, leaders and consumers, and will generally represent the future society of the country. Consequently, the study allowed to suggest creating awareness and increasing the influence of this topic to all stakeholders. There is a need for educators and curriculum developers to emphasize the significance of biotechnology. In addition to the importance of positioning the applications of this field in the public sphere, due to its supporting role in the country's scientific progress and economic growth.

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“…Previous studies examining the impact of education on acceptance of GM foods has reported various results. Some found that gaining knowledge through education increases acceptance of GM foods and technologies [ 9 – 13 , 37 , 38 ], whereas others determined that increasing knowledge through education does not affect acceptance of GM foods and technologies [ 14 ]. Few other studies reported that increasing knowledge through education strengthens preexisting attitudes toward GM foods rather than changing them [ 19 , 20 , 39 ].…”

Section: Discussionmentioning

confidence: 99%

Basic biology education in high school and acceptance of genetically modified food in Japan

et al. 2023

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While many types of genetically modified (GM) food have become more available worldwide, the acceptance of GM food continues to be low. To increase this acceptance, various educational interventions have been conducted; however, conflicts remain about the safety and acceptability of GM food among laypeople, experts, and policymakers in several countries. Thus, this study aimed to clarify whether basic biology education influences Japanese people’s acceptance of GM food. We examined this idea by comparing individual experiences of high school biology education based on curriculum and proficiency level. We distributed online questionnaires to 1,594 people in Japan; 1,122 valid responses (70.4%) were obtained. Results showed that the acceptance rates of GM vegetables, fish, and meat were 33.6%, 29.0%, and 29.1%, respectively. Comparing the biology knowledge test scores according to different high school biology education levels (i.e., non-learners, basic, and advanced levels) showed no significant differences between the three age groups (20s, 30s, and 40s), which corresponded to different curricula (p = 0.90); however, there were significant differences between the high school biology education levels (p<0.01). Using logistic regression analysis, we then examined the effect of high school biology education on acceptance of GM food. The results showed no significant differences between different high school biology education levels but significantly lower acceptance by the 30s and 40s groups compared with the 20s group (p<0.05). This suggests that basic biology education alone is not sufficient to change people’s attitudes toward GM foods. These generational differences suggest factors other than high school biology curriculum affect different generations’ acceptance of GM foods. Overall, high school biology education did not directly affect acceptance of GM foods, although those who received a higher level of education had an increased knowledge of GM foods.

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Biotechnology learning in Slovenian upper-secondary education: gaining knowledge and forming attitudes

Cited by 9 publications

References 33 publications

Current knowledge and attitudes of students towards biotechnology: A long way to go

Current knowledge and attitudes of students towards biotechnology: A long way to go

Biotechnology: knowledge, perception and future in Saudi Arabia

Basic biology education in high school and acceptance of genetically modified food in Japan

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