In the renewed Biology curriculum, which is implemented in the eighth and ninth grade of elementary school, contents related to genetics and biotechnology are also included. After renovation, these contents became part of the compulsory school programme. Mentioned areas are closely related to the fields of science and medicine. Therefore it is important, that the education of young generations about the latest advances starts early in the primary school.
Genetics is divided into three mayor areas: molecular genetics (studying genetic material on molecular level), classic or transmission genetics (modes of transmission and recombination of genes from generation to generation) and population genetic (studying dynamics of genes within populations) (Herzog Velikonja, Gruden, Pašič, 2000). The greatest emphasis is made on the molecular genetics and transmission genetics, about which pupils learn the most. Integrating contents of genetics and biotechnology is attributed to the fact, that every year more and more new discoveries are made in both areas, that enable us to treat different diseases in new ways and preservation of old and the discovery of new species, that inhibit our planet. Because of the increasing use of genetically modified organisms (GMOs) pupils should encounter content in primary school.
Today individuals daily read about the new technologies that are already affecting the world of the living in a way that until recently seemed impossible and very distant. The titles that trick us into reading articles are often very alarming, and often evoke in us the feeling that genetic engineering and gene technology brings us a whole series of unknowns and risks (Bohanec in sod., 2004).
In this thesis we wanted, with the help of a questionnaire, to investigate what are the views of the pupils of two Slovenian regions on genetically modified organisms, or are there differences in views based on gender, level of education, region which pupils are from, and based on whether the pupils have already learned about GMO or not. The study included 280 pupils of 8th and 9th grade from two Slovenian regions.
We have found that there are statistically significant differences in views on genetically modified organisms between the sexes, between regions, depending on the level of education and whether pupils have already learned about GMO in school or not. The smallest statistically significant difference was shown between the two regions, and whether the pupils have learned about GMO in school or not. Among the two regions, statistically significant differences were found in four statements. Whether the pupils have learned about GMO in school or not, statistically significant differences were found in only two statements, nevertheless, the pupils that have learned about GMO in school showed greater interest for learning about GMO. Between genders and regarding the level of education statistically significant differences were shown in seven or eight of the twenty-two statements (~1/3). The girls have shown greater interest in learning about genetically modified organisms, they agree more with the use of GMOs, they support organic agriculture, and would not be buying foods that contain GMOs. Also, nine graders are more willing to learn about GMO, are against not labeling GMO – food, and they have less agreement with the use of genetic engineering for the selection of the characteristics of their children, as eight graders.
From the results we can conclude that the media are not a good source of information, since they don’t allow the proper knowledge, which is necessary to form a clear and solid perspective of the use of genetically modified organisms. Teachers need to improve teaching using primarily professional and up-to-date literature, and should include visualization and multimedia resources into teaching. Since the views of the individual are affected by the source of information, we believe it is important that pupils already in primary school meet with the corresponding professional literature, as this is the only way they can develop their scientific literacy. Such pupils will later in higher education show better understanding and acquirement of professional terminology, leading to more in-depth knowledge.
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