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

Tanja Klop (1) , Sabine E. Severiens (2) , Marie-Christine Knippels (3, 4) , Marc Hubertus Wilhelmus van Mil (3) , Geert T.M. ten Dam (5)

1 Biotechnology; Working Group on Biotechnology and Society
2 Social sciences
3 Freudenthal Institute for Science and Mathematics Education (FIsme)
4 RISBO (Rotterdam Institute for Social Policy Research
5 Graduate School of Teaching and Learning

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.

Mots clés: Social Sciences & Humanities

Tanja Klop, Sabine E. Severiens, Marie-Christine Knippels, Marc Hubertus Wilhelmus van Mil, Geert T.M. ten Dam. Effects of a science education module on attitudes towards modern biotechnology of secondary school students. International Journal of Science Education, 2010, 32 (09), pp.1127-1150. ⟨10.1080/09500690902943665⟩. ⟨hal-00593897⟩