Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

Klop, Tanja; Severiens, Sabine; Knippels, Marie‐Christine P. J.; Mil, Marc H. W. van; Dam, G.T.M. ten

doi:10.1080/09500690902943665

Cited by 31 publications

(33 citation statements)

References 45 publications

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“…This finding corresponds with the study conducted by Sagar et al (2000), France (2003), Klop et al (2010) and Latifah et al (2012). A moderate perception towards biotechnology among students may be due to a lack of access towards relevant information in order to disassemble the controversial issues that surround biotechnology.…”

Section: Discussionsupporting

confidence: 77%

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Students’ Biotechnology Literacy: The Pillars of STEM Education in Malaysia

Bahri

Suryawati

Osman

2014

EURASIA J MATH SCI T

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Biotechnology has been widely applied in various products throughout the 21 st century. Malaysia selected the biotechnology sector as one of the key strategic technologies that would enable Malaysia to transform into a fully developed nation by the year 2020. However, to date, there has been very little research on the level of biotechnology literacy amongst school students in Malaysia and the aim of this study is to determine the presence of biotechnology literacy, based on knowledge, perception, and attitude. Besides, this study also determines the factors affecting the students' attitude towards biotechnology. This study is a quantitative study involving 292 secondary school students from science and non-science classes. The findings showed that overall students have what we describe as a medium level of knowledge, perception, and attitude towards biotechnology. It is anticipated that this pattern of findings can help teachers, the Ministry of Education and the media to strategically plan ahead so that improvements in the national curriculum can be proposed and implemented.

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Section: Discussionsupporting

confidence: 77%

“…In addition, this research was executed based on the findings of Dawson and Venville (2009), who stated that there were many studies in assessing community's knowledge, perception and attitudes towards biotechnology in developed countries (Klop et. al 2010;Dawson & Venville, 2009;Klop & Severiens, 2007;Sturgis et.…”

Section: Elements In Scientific Literacymentioning

confidence: 99%

Students’ Biotechnology Literacy: The Pillars of STEM Education in Malaysia

Bahri

Suryawati

Osman

2014

EURASIA J MATH SCI T

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“…Two other articles reported attempts to interest students by contextualising learning within the professional contexts of crime-solving police stories [78] or authentic genetic laboratory work [114]. This last case had even more success with children that already showed a rather high interest in S&T.…”

Section: Contextualisationmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

538

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…There was great variability in the design of the studies. Typical formats investigated changes in attitudes following an intervention (e.g., Gibson & Chase, ; Jarvis & Pell, ; Kanter & Konstantopoulos, ; Klop, Severiens, Knippels, van Mil, & Ten Dam, ; Luehmann & Markowitz, ; Scherz & Oren, ; Tomas, Ritchie, & Tones, ; Zacharia, ), changes in attitudes over time (e.g., Barmby, Kind, & Jones, ; Mattern & Schau, ; Siegel & Ranney, ), describing the attitudes of a sample and the relations of these attitudes to other constructs, such as religiosity, exploration processes, content knowledge, gender, teachers' decisions and practices, cultural border crossing, situational interest (e.g., Donnelly & Boone, ; Krogh & Thomsen, ; Lawrenz et al, ; Marshall & Young, ; Palmer, ; Thompson & Mintzes, ; Zint, ) or the factors that be influencing these attitudes (e.g., Raved & Assaraf, ; Reid & Skryabina, ; Scantlebury et al, ), and comparing attitudes of differing populations, sometimes due to differing treatments (e.g., Bybee & McCrae, ; Cavallo & Laubach, ; Gwimbi & Monk, ; Jones et al, ; Machina & Gokhale, ; Rennie & Williams, ; Tien et al, ).…”

Section: Overview Of Research On Affect In Jrst Scied and Ijse Betwmentioning

confidence: 99%

Attending to affect

Fortus

2014

J Res Sci Teach

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Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

Cited by 31 publications

References 45 publications

Students’ Biotechnology Literacy: The Pillars of STEM Education in Malaysia

Students’ Biotechnology Literacy: The Pillars of STEM Education in Malaysia

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

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