Discussion
In their study on comprehension levels of both
the students and pre-service teachers about genetic concepts in four
different populations in Israel, Marbach-Ad (2001) revealed that the
students and pre-service teachers are in need of genetic education.
Lock & Miles revealed that the students approve of meddling
with the genetic structure of animals, however female students
don’t approve of meddling with the genetic structure of farm
animals (Lock & Miles, 1993).
Similar results were obtained from English and
Taiwanese students about biotechnology and its application areas.
Approximately half of the English and Taiwanese students were able to
give examples about biotechnology (Dawson & Schibeci, 2003;
Chen & Raffan, 1999). In another study, it was revealed that
approximately 1/3 of the students in West Australia have little or no
knowledge about the developments in biotechnology; moreover,
they are confused about the future uses of the biotechnology (Dawson
& Schibeci, 2003; Schibeci, 1999). In a study about
students’ stance towards biotechnology, it was
revealed that more than 90% concede to using microorganisms in
biotechnological practices.
In addition, a majority of the students are
more open to meddling with plant genetics and microorganisms than
animals and humans (Dawson & Schibeci, 2003). It was revealed
that the students approved of meddling with the genetic structure of
animals, however female students did not approve of meddling with the
genetic structure of farm animals (Lock & Miles, 1993).
Schibeci (1999) discovered that high school teachers showed a more
positive approach to gene technology than pre-service teachers.
Massarani & Moreira (2005) discovered that most of the students
believe meddling with the nutritional genes can be beneficial. The
results obtained from this study in no way contradict with the results
of other studies made.
Bal & Keskin (2002) revealed that a big
majority of the university science students concede to studies made on
microorganisms, plants and animals in order to improve health
conditions of humans, rather than genetic engineering studies made on
humans.
In
their study on 108 biology students who had taken classes on
microbiology and biotechnology in India, Mahajan &
Chattopadhyay (2004) asked questions about as the structure and role of
DNA, the structure and role of genes, some genetic technologies, and
genetically modified organisms (GMO); and as a result, they found that
a majority of the students have inadequate knowledge about the
molecular structure of DNA, and cloning, etc., and they have
alternative responses about the subject of genes. The results of that
study are very similar to results of our study.
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2008
HKIEd APFSLT.
Volume
9,
Issue
1,
Article 8 (June, 2008).
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