Effects of a science education module on attitudes towards modern biotechnology of secondary school students

Journal article | Zeitschriftenartikel

This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi-experimental design (experimental-, control groups and pre- and post-tests) secondary school students’ attitudes (N=365) towards modern biotechnology were measured by a questionnaire. Data were analyzed using chi-square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.

Angaben zum Objekt

• Umfang: Seite(n): 1127-1150
• Sprache: Englisch
• Anmerkungen: Status: Postprint; begutachtet (peer reviewed)

Verweise und Beziehungen

• Erschienen in: International Journal of Science Education, 32(9)

Klassifikation und Themen

• Thema: Bildung und Erziehung ; Unterricht, Didaktik

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Klop, Tanja ; Severiens, Sabine E. ; Knippels, Marie-Christine ; Mil, Marc Hubertus Wilhelmus van ; TenDam, Geert T.M.
• Ereignis: Veröffentlichung
• (wo): Vereinigtes Königreich
• (wann): 2010

Weitere Informationen

• DOI: https://doi.org/10.1080/09500690902943665
• URN: urn:nbn:de:0168-ssoar-251283
• Rechteinformation: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Letzte Aktualisierung: 21.06.2024, 16:27 MESZ