Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume 32, Issue 9, Pages 1127-1150Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500690902943665
Keywords
Secondary school; Attitudes; Science education; Scientific literacy; Attitudes towards biotechnology; Quasi-experimental design
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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 analysed 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.
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