High School Students’ Attitudes Associated with Biotechnology and Molecular Genetics Concepts in Brazil
- 1 Genetic Epidemiology and Functional Genomics Research Group Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
- 2 Genetic Epidemiology and Functional Genomics Research Group Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
- 3 Genetic Epidemiology and Functional Genomics Research Group Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
Abstract
There is an enormous gap between scientific production and scientific education in Genetics and Bio-technology concerning stem cells, transgenics, genetically engineered medicines and so on. In order to investigate the knowledge and the perception of these concepts among teenagers, a total of 334 surveys were distributed to high school students in one private and two state schools in theRio de Janeirostate,Brazil. Interviews were also used as a qualitative tool to assess the validity of the data obtained in the surveys. Students reported clear ideas about transgenics, but not about genetic engineering of recombinant medication or genomics. The results suggest that when issues are discussed,instead of being explained, they are better assimilated by students, and that association of information in the press with school classes may help to spread scientific concepts.
- Araújo-Jorge, T., Cardona, T., Mendes, C., Henriques-Pons, A., Meirelles, R., Coutinho, C., Aguiar, L., Meirelles, M. N., Castro, S., Barbosa, H., & Luz, M. (2004). Microscopy images as interactive tools in cell modeling and cell biology education. Cell Biology Education, 3, 99-110. doi:10.1187/cbe.03-08-0010
- Cavanagh, H., Hood, J., & Wilkinson, J. (2005). Riverina high school students’ views of biotechnology. Electronic Journal of Biotechnology, 8, 121-127. doi:10.2225/vol8-issue2-fulltext-1
- Dawson, V., & Schibeci, R. (2003). Western Australian high school students’ attitudes towards biotechnlogy processes. Journal of Biotechological Education, 38, 7-11. doi:10.1080/00219266.2003.9655889
- De Mattos, J. C. P., Dantas, F. J. S., Caldeiras-de-Araújo, A., & Moraes, M. O. (2004). Agarose gel eletrophoresis system in the classroom. Biochemistry and Molecular Biology Education, 32, 254-257. doi:10.1002/bmb.2004.494032040382
- Eyck, T. T. (2005). The media and public opinion on genetics and biotechnology: Mirrors, windows, or walls? Public Understanding of Science, 14, 305-316. doi:10.1177/0963662505052888
- Gelbart, H., & Yarden, A. (2006). Learning genetics through an authentic research simulation in bioinformatics. Journal of Biological Education, 40, 107-112. doi:10.1080/00219266.2006.9656026
- Harms, U. (2002). Biotechnology education in Schools. Electronic Journal of Biotechnology, 5, 205-211. doi:10.2225/vol5-issue3-fulltext-i03
- Jensen, E. (2008). The Dao of human cloning: Utopian/dystopian hype in the British press and popular films. Public Understanding of Science, 17, 123-143. doi:10.1177/0963662506065874
- Lemke, J. L. (1990). Talking science: Language, learning and values. Stanford: Ablesc/JAI Publishing Corporation.
- Lind-Balta, E. (2006). Using literature and innovative assessments to ignite interest and cultivate critical thinking skills in an undergraduate neuroscience course. Life Sciences Education, 5, 167-174. doi:10.1187/cbe.05-08-0108
- Massarani, L., & Moreira, I. C. (2008). Not in our genes! Um estudo de caso com jovens do ensino médio no Rio de Janeiro. Alexandria Revista de Educa??o em Ciência e Tecnologia, 1, 51-76.
- Massarani, L., & Moreira, I. C. (2005). Attitudes towards genetics: A case study among Brazilian high school students. Public Understanding of Science, 14, 201-212. doi:10.1177/0963662505050992