| Autor: |
Klop, Tanja, Severiens, Sabine E., Knippels, Marie-Christine P. J., van Mil, Marc H. W., Ten Dam, Geert T. M. |
| Předmět: |
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| Zdroj: |
International Journal of Science Education; Jun2010, Vol. 32 Issue 9, p1127-1150, 24p, 5 Charts, 1 Graph |
| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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