Roger Lock

Biotechnology and genetic engineering: students' knowledge and attitudes

The knowledge and attitudes of GCSE students towards biotechnology and genetic engineering have been investigated in a study of 188 students. One third of the sample, and more males than females, did not know what biotechnology or genetic engineering was, and nearly half the sample could not give examples of either biotechnology or genetic engineering. Internal consistency of response to attitude questions was high. Attitudes of students were context-dependent: there was broad approval of genetic engineering applied to microbes and plants but not of genetic engineering applied to animals; females were particularly unsupportive of genetic engineering applied to farm animals. Attitudes were influenced by the terminology used: statements involving the terms ‘biotechnology’ and ‘selective breeding’ led to lower levels of student disagreement than terms such as ‘changing/altering genes’.

Using animals in secondary education— a pilot survey

Twenty-eight teachers In charge of biological science at schools/colleges with students in the 11—18 years age range replied to a questionnaire enquiring about their use of animals. The respondents were drawn from a single education authority and provided information on species of animais used, nature of the use, animal care, and factors influencing their practice regarding animal material- Responses suggest that there is still considerable use of animals, living and dead, in school science contexts. Goth school and attitude factors contribute towards the diverse experiences of living things that are offered to pupils, In particular, over a third of the responding teachers held opinions that discouraged them from using animals in their teaching.

Animals and the teaching of biology/science in secondary schools

This paper discusses a rationale for including work with animals in the science curriculum of secondary schools and gives examples of ways in which animals might be used. it also considers the responsibilities of biology/science teachers for engendering caring attitudes in their work with living things.

Assessing practical work in biology using the OCEA scheme

The Oxford Certificate of Educational Achievement (OCEA) is described, and the principles on which it is based are identified. Ways in which biology teachers can develop their confidence and proficiency in making assessments of process-based work are discussed, as are the advantages that a scheme such as OCEA can bring to a biology department.

Problems in the early careers of biology teachers and progress beyond the probationary year

Forty-two newly-qualified biology teachers were surveyed about problems encountered in the early years of their careers, in-service opportunities, responsibilities and promotion. Lack of support by colleagues and by heads of biology departments was cited as a major problem, as well as class discipline. Most teachers in this small sampte had accepted responsibility for specific tasks, usually within the biology/science department. The advent of GCSE training and designated in-service days were seen to have had a targe impact on the professional development opportunities offered to new teachers. Suggestions are made for schools, experienced and recently-qualified teachers of biology as well as trainee teachers.

Nuffield Advanced Biology naff? No, not even after 26 years!

The Nuffield Advanced Biology Course has been running for 26 years. This article reviews its strengths and weaknesses and, in doing so, illustrates how the course has adapted to the changing environment in education. Nuffield Advanced Biology still meets the demands of a modern day sixth former, and gives a genuine alternative to the standard Alevel course.

Dick Taite and B. Damned—a comparison of three approaches to getting notes into pupil exercise books

This small-scale pilot study approaches the problems of comparing methods of getting information into pupil exercise books. The three methods considered are dictation, board-copying, and self-composed notes. Two classes of third-year pupils (13–14 years) were used in the study. Each class was taught the same material by the same teacher in, as far as possible, an identical manner.