dc.contributor.author | Klop, Tanja | de |
dc.contributor.author | Severiens, Sabine E. | de |
dc.contributor.author | Knippels, Marie-Christine | de |
dc.contributor.author | Mil, Marc Hubertus Wilhelmus van | de |
dc.contributor.author | TenDam, Geert T.M. | de |
dc.date.accessioned | 2011-05-18T02:56:00Z | de |
dc.date.accessioned | 2012-08-29T22:58:04Z | |
dc.date.available | 2012-08-29T22:58:04Z | |
dc.date.issued | 2010 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/25128 | |
dc.description.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. | en |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | secondary school; science education; scientific literacy; quantitative research; attitude towards biotechnology; quasi-experimental design | |
dc.title | Effects of a science education module on attitudes towards modern biotechnology of secondary school students | en |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | International Journal of Science Education | de |
dc.source.volume | 32 | de |
dc.publisher.country | GBR | |
dc.source.issue | 9 | de |
dc.subject.classoz | Unterricht, Didaktik | de |
dc.subject.classoz | Curriculum, Teaching, Didactics | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-251283 | de |
dc.date.modified | 2011-05-18T11:36:00Z | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | en |
ssoar.gesis.collection | SOLIS;ADIS | de |
ssoar.contributor.institution | http://www.peerproject.eu/ | de |
internal.status | 3 | de |
dc.type.stock | article | de |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.rights.copyright | f | de |
dc.source.pageinfo | 1127-1150 | |
internal.identifier.classoz | 10614 | |
internal.identifier.journal | 171 | de |
internal.identifier.document | 32 | |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.1080/09500690902943665 | de |
dc.description.pubstatus | Postprint | en |
dc.description.pubstatus | Postprint | de |
internal.identifier.licence | 7 | |
internal.identifier.pubstatus | 2 | |
internal.identifier.review | 1 | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |