Vpliv pouka o gensko spremenjenih organizmih na stališča in interese dijakov

Gačnik, Tanja (author), Strgar, Jelka (mentor)

V magistrskem delu smo predstavili rezultate opravljene raziskave o stališčih srednješolcev do gensko spremenjenih organizmov (GSO) in o njihovih interesih za to tematiko. V ta namen so dijaki 1. in 2. letnika iz petih različnih šol dvakrat rešili enak vprašalnik – prvič pred obravnavo teme o GSO, drugič po njej. Vprašalnik je vseboval vprašanja o poznavanju in virih informacij o GSO ter petindvajset trditev, ki so jih anketiranci ovrednotili in s tem izrazili interese ter stališča do GSO. Izračunali smo povprečno vrednost stališč dijakov pred obravnavo teme, ki je znašala 2,86 (SD = 0,439), kar je bilo statistično značilno bolj negativno od nevtralnega stališča. Primerjava tega rezultata s povprečjem rezultata po obravnavi teme o GSO je pokazala statistično značilno bolj pozitivno vrednost stališča po učenju o GSO pri pouku. Nadalje smo z metodo ANOVA z mešanim načrtom ugotovili, da vzrok za spremembo stališč ne izhaja iz učiteljevega podajanja snovi. Dijaki so bili že pred obravnavo učne vsebine, ki se nanaša na GSO, zainteresirani za to temo, interes pa se statistično značilno ni spremenil oziroma se je ohranil. Ugotavljamo, da pouk o GSO v srednji šoli vpliva na stališča dijakov do GSO, interese za GSO pa ohrani.

• Language: Slovenian
• Keywords: gensko spremenjeni organizmi, stališča, interesi, dijaki, učitelj
• Work type: Master's thesis/paper
• Organization: BF - Biotechnical Faculty
• Year: 2020
• PID: 20.500.12556/RUL-119050
• COBISS.SI-ID: 34106371
• Publication date in RUL: 02.09.2020

Secondary language

• Language: English
• Title: The role of classroom education on attitudes towards, and interests in genetically modified organisms among high-school students

Abstract

In this master thesis, we present results of a study on the attitudes toward and interests in genetically modified organisms (GMOs) among high-school students. First and secondyear students participated in the study by filling in a questionnaire twice - before and after the classroom discussion on GMOs. The questionnaire consisted of questions on knowledge and sources of information on GMOs and twenty-five statements assessing the respondents' interests and attitudes towards GMOs. We calculated the mean value of the total score for attitude 2.86 (SD = 0.439), which was statistically significantly more negative than the neutral opinion. Further on, we compared this result with the mean value of the overall assessment of the attitude score after students have been informed about GMOs. We found that the latter was statistically significantly more positive. Using the mixed design ANOVA method, we found that teachers do not change their students’ attitudes. Our results show that the high-school students were interested in GMOs even before they have studied GMOs in the classroom. However, their interest has remained statistically significant even after that. To conclude, the education of students on GMOs influences the students' attitudes, but does not change their interest in GMOs.

• Keywords: genetically modified organisms, attitudes, interest, high-school students, teacher