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?:abstract
  • 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. (xsd:string)
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?:dateModified
  • 2010 (xsd:gyear)
?:datePublished
  • 2010 (xsd:gyear)
?:doi
  • 10.1080/09500690902943665 ()
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  • true (xsd:boolean)
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  • en (xsd:string)
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?:issueNumber
  • 9 (xsd:string)
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  • Effects of a science education module on attitudes towards modern biotechnology of secondary school students (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: International Journal of Science Education, 32, 2010, 9, 1127-1150 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-251283 ()
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  • 32 (xsd:string)