0.903
IF
1.06
CiteScore
0.510
SJR
1.062
SNIP
Research paper
 
CC-BY 4.0
 
 

Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

Jana Vlckova 1,  
 
1
Masaryk University, Faculty of Education, Department of Education, Brno, CZECH REPUBLIC
2
University of Zilina, Faculty of Humanities, Department of Pedagogical Studies, Zilina, SLOVAKIA
EURASIA J. Math., Sci Tech. Ed 2018;14(1):311–322
Online publish date: 2017-11-06
Publish date: 2017-11-06
KEYWORDS:
ABSTRACT:
Genetics is one of the very quickly developing disciplines and it influences all living people. Attitudes and perception of this field of science can influence motivation to studying genetics and it can create current or future participation in this topic. The main aim was to find out what high school students perceptions were of genetics by the using of semantic differential. The sample size was created by 102 students. The research tool was semantic differential included 20 seven points’ pairs of adjectives. Data was analysed by the methods descriptive (mean score), inferential (analysis of variance) and also multidimensional statistics (factor analysis). The perception of genetics is slightly positive and in the conclusion are suggested the proposals of further research.
 
REFERENCES (45):
1. Allum, N., Sibley, E., Sturgis, P., & Stoneman, P. (2014). Religious beliefs, knowledge about science and attitudes towards medical genetics. Public Understanding of Science, 23(7), 833-849.
2. Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE – Life Sciences Education, 8(3), 203-213.
3. Aro, A. R. et al. (1997). Acceptance of genetic testing in a general population: Age, education and gender differences. Patient Education and Counselling, 32(1-2), 41-49.
4. Bahar, M., Johnstone, A. H., & Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-86.
5. Bahri, N. M., Suryawati, E., & Osman, K. (2014). Students’ biotechnology literacy: The pillars of STEM education in Malaysia. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 195-207.
6. Bal, Ş., Samancı, N. K., & Bozkurt, O. (2007). University students’ knowledge and attitude about genetic engineering. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 119-126.
7. Bauer, C. F. (2008). Attitude toward chemistry: a semantic differential instrument for assessing curriculum impacts. Journal of Chemical Education, 85(10), 1440-1445.
8. Ceyhan, B., & Sahin, N. (2015). Are pre-service science teachers’ ethical views on genetic issues affected by their moral values? Procedia - Social and Behavioral Sciences, 186, 137-142.
9. Chabalengul, V. M., Mumba, F., & Chitiyo, J. (2011). American elementary education pre-service teachers’ attitudes towards biotechnology processes. International Journal of Environmental & Science Education, 6(4), 341-357.
10. Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61-71.
11. Eagly, A., & Chaiken, S. (1998). Attitudes structure and function. In D. T. Gilbert, S. T. Fiske, G. Lindzey (Ed.), The handbook of social psychology (pp. 269-322). New York: McGraw-Hill.
12. Erdogan, M., Ozel, M., BouJaoude, S., Lamanauskas, V., Uşak, M., & Prokop, P. (2012). Assessment of preservice teachers’ knowledge of and attitudes regarding biotechnology: A cross-cultural comparison. Journal of Baltic Science Education, 11(1), 78-93.
13. Evans, G., & Durant, J. (1995). The relationship between knowledge and attitudes in the public understanding of science in Britain. Public Understanding of Science, 4(1), 57-74.
14. Finley, F. N., Stewart, J., & Yarroch, W. L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66(4), 531-538.
15. Gili, M. (2001). Attempting to break the code in student comprehension of genetic concepts. Journal of Biological Education, 35(4), 183-190.
16. Gillies, R. M. & Nichols, K. (2015). How to support primary teachers’ implementation of inquiry: Teachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45(2), 171-191.
17. Grosschedl, J., Konnemann, C., & Basel, N. (2014). Pre-service biology teachers’ acceptance of evolutionary theory and their preference for its teaching. Evolution: Education and Outreach, 7(18), 1-16.
18. Gul, S., & Sozbilir, M. (2015). Biology education research trends in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 93-109.
19. Hansen, M. J., & Birol, G. (2014). Longitudinal study of student attitudes in a biology program. CBE – Life Sciences Education, 13(2), 331-337.
20. Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69-82.
21. Iida, K. (2015). Genetics and ‘breeding as a science’: Kihara Hitoshi and the development of genetics in Japan in the first half of the twentieth century. In D. Phillips and S. Kingsland eds. New Perspectives on the History of Life Sciences and Agriculture (Archimedes 40, Springer International Publishing Switzerland), pp. 439-458.
22. Jallinoja, P., & Aro, A. R. (2000). Does knowledge make a difference? The association between knowledge about genes and attitudes toward gene tests. Journal of Health Communication, 5(1), 29-39.
23. Jones, M. G., Howe, A., & Rua, M. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192.
24. Jurkiewicz, A., Zagorski, J., Bujak, F., Lachowski, S., & Florek‑Łuszczki, M. (2014). Emotional attitudes of young people completing secondary schools towards genetic modification of organisms (GMO) and genetically modified foods (GMF). Annals of Agricultural and Environmental Medicine, 21(1), 205-211.
25. Koksal, M. S., & Mustafa, Y. (2007). The effect of multiple intelligences theory (MIT)-based instruction on attitudes towards the course, academic success, and permanence of teaching on the topic of “Respiratory systems.”. Educational Sciences: Theory & Practice, 7(1), 231-239.
26. Kopesky, J. W., Veach, P. M., Lian, F., & LeRoy, B. S. (2011). Where are the males? Gender differences in undergraduates’ interest in and perceptions of the genetic counseling profession. Journal of Genetic Counseling, 20(4), 341-354.
27. Lanie, A. D., Jayaratne, T. E., Sheldon, J. P, Kardia, S. L. R., Anderson, E. S. & Feldbaum, M. (2004). Exploring the Public Understanding of Basic Genetic Concepts. Journal of Genetic Counseling, 13(4), 305-320.
28. Massarani, L., & Moreira, I. C. (2005). Attitudes towards genetics: a case study among Brazilian high school students. Public Understanding of Science, 14(2), 201-212.
29. Morgan, C. T. (1961). Introduction to psychology. New York: McGraw-Hill Rook Co.
30. Napolitani, C. L., & Ogunseitan, O. A. (1999). Gender differences in the perception of genetic engineering applied to human reproduction. Social Indication Research, 46(2), 191-204.
31. Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
32. Olwi, D., Merdad, L., & Ramadan, E. (2016). Knowledge of genetics and attitudes toward genetic testing among college students in Saudi Arabia. Public Health Genomics, 19(5), 260-268.
33. Perkins, D. D., Hughey, J., & Speer, P. W. (2002). Community psychology perspectives on social capital theory and community development practice. Journal of the Community Development Society, 33(1), 33-52.
34. Prokop, P., Leskova, A., Kubiatko, M., & Diran, C. (2007). Slovakian students’ knowledge of and attitudes toward biotechnology. International Journal of Science Education, 29(7), 895-907.
35. Ratcliffe, M. & Grace, M. (2003). Science Education for Citizenship, Teaching Socio-Scientific Issues. Maidenhead-Philadelphia: Open University Press.
36. Rolfe, H. (2006). Where are the men? Segregation in the childcare and early years sector. National Institute Economic Review, 195(1), 103-117.
37. Rzymski, P., & Krolczyk, A. (2016). Attitudes toward genetically modified organisms in Poland: to GMO or not to GMO? Food Security, 8(3), 689-697.
38. Saka, A., Cerrah, L., Akdeniz, A. R., & Ayas, A. (2006). A Cross-Age Study of the Understanding of Three Genetics Concepts: How Do They Image the Gene, DNA and Chromosome? Journal of Science Education and Technology, 15(2), 192-202.
39. Shea, N. A., Duncan, R. G., & Stephenson, C. (2015). A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas. Research in Science Education, 45(4), 485-507.
40. Siani, M., & Assaraf, O. B. (2015). University students’ attitudes towards genetic testing: A comparative study. American Journal of Public Health Research, 3(3), 81-90.
41. Simpson, R. (2005). Men in non-traditional occupations: career entry, career orientation and experience of role strain. Gender, Work and Organization, 12(4), 363-380.
42. Sorgo, A., Usak, M., Kubiatko, M., Fancovicova, J., Prokop, P., Puhek, M., et al. (2014). A cross-cultural study on freshmen’s knowledge of genetics, evolution, and the nature of science. Journal of Baltic Science Education, 13(1), 6-18.
43. Tseng, C., Tuan, H., & Chin, C. (2013). How to help teachers develop inquiry teaching: perspectives from experienced science teachers. Research in Science Education, 43(2), 809–825.
44. Usak, M., Erdogan, M., Prokop, P., & Ozel, M. (2009). High school and university students’ knowledge and attitudes regarding biotechnology. Biochemistry and Molecular Biology Education, 37(2), 123-130.
45. Van der Zande, P., Brekelmans, M., Vermunt, J. D. & Waarlo, A. J. (2009). Moral reasoning in genetics education. Journal of Biological Education, 44(1), 31-36.
eISSN:1305-8223
ISSN:1305-8215