Franz-Josef Scharfenberg

Learning in a Gene Technology Laboratory with Educational Focus: Results of a Teaching Unit with Authentic Experiments.

In an effort to overcome deficiencies in teaching molecular biology at school, a workshop in an out‐of‐school laboratory including only authentic experiments was developed. Evaluation of 337 A‐level 12th graders followed a quasi‐experimental design, with one hands‐on group, two non‐experimental control groups (at school/in the laboratory), and one group with no intervention. Their cognitive achievement was monitored by pre‐, post‐, and retention tests and analyzed for inter‐group differences. Test items were differentiated into the “updated prior knowledge” and the “project‐oriented” set relating to new knowledge. All intervention groups increased knowledge either as a whole or in relation to the project, whereas updating of prior knowledge was observed only in the laboratory, independently of experimenting. The hands‐on group provided a higher learning success as regards knowledge acquisition as a whole, whereas the non‐experimental laboratory group was more successful in updating prior knowledge, both groups in comparison with the school group. Nevertheless, the hands‐on groups achievement scores dropped more than those of the school group. Learning motivation may have been higher in the laboratory, furthered by the involvement in experiments, as shown by correlation analysis. However, the experimental situation may comply with the cognitive load theory by a substantially higher contribution of extraneous load.

Investigation of Students' Alternative Conceptions of Terms and Processes of Gene Technology

Our study monitored students’ alternative conceptions about some fundamental terms and processes of gene technology. Novice secondary school 10th graders (144 in total) described their conceptions in an open questionnaire. Using inductive category development, we iteratively categorized their responses. We found 13 categories describing students’ conceptions. Common categories were allocated to more than one different term or process. Specific categories were found only in the context of explaining one term or process. Using the collected conceptions, we then developed a questionnaire, which we administered to monitor the students’ conceptual change during a hands-on approach in our outreach lab. Knowledge about these conceptions and their consideration within science teaching should be of value both for preservice teacher education and for professional development of in-service teachers.

Science-technology-society-environment issues in German and Portuguese biology textbooks: influenced by the socio-cultural context?

ABSTRACT Our paper analyses the genetics and gene technology contents of German (Bavarian) and Portuguese biology textbooks, as fields common in science-technology-society-environment (STSE) issues. Our aim was to determine the extent to which textbooks from both countries contribute to students’ understanding of the STSE issues and therefore to students’ scientific literacy (SL), as well as to detect indicators of the Decontextualized and Socially Neutral View of Science and Technology (DSNVST), as a barrier for achieving that goal. We qualitatively and quantitatively inspected eight textbooks according to previously proposed criteria and sub-criteria: four Portuguese textbooks (two each for the 9th and 12th grade) and four German textbooks (two each for the 9th and the 11th grade). Based on compliance with our set of criteria and sub-criteria, we identified 2390 STSE statements attempting to approach STSE issues, but we also found important lacks in all textbooks and detected DSNVST indicators. Finally, we discuss possible linkages between these indicators and the socio-cultural background underlying textbooks, in terms of both educational policies determining curricula, and prevailing public attitudes towards science. Some similarities within each nationality, as well as some divergences between them endorse our hypothesis that the socio-cultural context from which textbooks emerged determined the choice of STSE content, the discussions employed, and the conception of science and technology displayed by the textbooks.