Infusing Authentic Inquiry into Biotechnology

Hanegan, Nikki L.; Bigler, Amber

doi:10.1007/s10956-009-9155-5

Cited by 21 publications

(24 citation statements)

References 13 publications

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“…The controversy over GMF in relation to a scientific understanding of biotechnology and its application has influenced biology curricula design (Hanegan and Bigler 2009). However, inclusion of the related knowledge in curricula does not guarantee usage in daily life (Solli et al 2014).…”

Section: Variables Affecting Gm Acceptancementioning

confidence: 99%

Variables Affecting Secondary School Students’ Willingness to Eat Genetically Modified Food Crops

et al. 2017

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A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students' willingness to eat genetically modified food (WTE) and to link students' WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students' grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students' scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.

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Section: Variables Affecting Gm Acceptancementioning

confidence: 99%

Variables Affecting Secondary School Students’ Willingness to Eat Genetically Modified Food Crops

et al. 2017

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“…Teaching and learning about biotechnology, and the resulting skills, are known to increase students' interest in and motivation to study both biotechnology topics and science in general . The United Nations Convention on Biological Diversity (CBD) defines biotechnology as “any technological application that uses biological systems, living organisms, or derivatives thereof, to make or modify products or processes for specific use”.…”

Section: Introductionmentioning

confidence: 99%

“…Modern science and society have benefited greatly from developments in biotechnology. However, despite the field's importance, biotechnology is poorly represented in curricula and classrooms and not been studied comprehensively by science education researchers . Further research on biotechnology education is therefore needed.…”

Section: Introductionmentioning

confidence: 99%

“…Biotechnology teaching can increase interest in the subject and motivation to learn, which could justify a greater emphasis on biotechnology education in schools and the incorporation of biotechnology‐related topics in science curricula . However, studies from several countries (including Australia, New Zealand, Scotland, and Spain) have shown that many teachers avoid biotechnology‐related topics because they lack academic training in the subject, necessary experimental equipment, and/or interest in certain aspects of biotechnology .…”

Section: Introductionmentioning

confidence: 99%

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It Is Time for a New Direction in Biotechnology Education Research

Nordqvist

Aronsson

2019

Biochem Molecular Bio Educ

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This manuscript presents a scoping review of Biotechnology Education Research (BTER) over the last 20 years. BTER during this period primarily focused on attitudes and knowledge, typically using research design methods suitable for addressing questions about frequencies, central tendencies, correlations, and so on. However, to guide the development of educational practices that will increase and sustain students' motivation and interest in science in general and biotechnology in particular, BTER will need to adopt research design methods that support the inference of causal relationships from observations. Research will need to focus on students' interest and motivation, and its relationship with effective teaching and learning of biotechnology in the context of socio-scientific issues (SSIs). Such a shift will increase interest and motivation in teaching and learning biotechnology and will also help establish and maintain students' interest in Science, Technology, Engineering and Mathematics (STEM) because biotechnology is an important STEM subject. This in turn may encourage students to choose educational and professional careers in science, helping to meet society's current and future needs.

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“…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).…”

Section: Introductionmentioning

confidence: 99%

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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Infusing Authentic Inquiry into Biotechnology

Cited by 21 publications

References 13 publications

Variables Affecting Secondary School Students’ Willingness to Eat Genetically Modified Food Crops

Variables Affecting Secondary School Students’ Willingness to Eat Genetically Modified Food Crops

It Is Time for a New Direction in Biotechnology Education Research

Multidimensional analysis of high-school students' perceptions about biotechnology

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