Biotechnology learning in Slovenian upper-secondary education: gaining knowledge and forming attitudes

ABSTRACT

Purpose: One area of science that will increasingly influence our society is biotechnology. An increasing number of modern biotechnological applications have provoked consideration of the ethical and social issues; therefore, it is important that the public is well-informed about them. Formal education in upper-secondary schools should help students to become biotechnologically literate citizens. There is little published research data on Slovenian high-school students’ knowledge about and attitudes towards biotechnology, as well a lack of curriculum evaluation data.

Methodology: This study combines two research approaches. The first part is content analysis of current upper-secondary education programmes in Slovenia, in which all curricula were reviewed about 15 selected biotechnological topics. The second part of the research focused on assessing students’ knowledge of traditional and modern biotechnology and exploring their attitudes towards modern biotechnological methods and their products. The sample included 1163 students aged 17–18 from three different types of schools located in 12 different regions of Slovenia. A questionnaire to measure knowledge and attitudes was designed.

Results: The research results revealed that selected biotechnological concepts appeared most frequently in the curri- cula of bio-technical gymnasia. These students also showed the 30 highest level of knowledge and the most positive attitudes. Furthermore, a clear correlation between students’ knowledge of and attitudes towards modern biotechnology was found. On the other hand, no significant differences in attitudes to the state- ments, which dealt with ethics, were found among the students 35 involved in the research.

Conclusion: Biotechnology teaching in upper-secondary education in Slovenia is obviously very diverse and dependent on the programme.

KEYWORDS:

• Biotechnology education
• upper-secondary students
• curriculum analysis
• knowledge
• attitudes

Disclosure statement

No potential conflict of interest was reported by the authors.