High School Students’ Attitudes Associated with Biotechnology and Molecular Genetics Concepts in Brazil

Alexandre De Sá Freire,Milton Ozório Moraes,Márcia Cristina Fernandes Xavier

doi:10.4236/ce.2013.42021

Abstract

There is an enormous gap between scientific production and scientific education in Genetics and Bio-technology concerning stem cells, transgenics, genetically engineered medicines and so on. In order to investigate the knowledge and the perception of these concepts among teenagers, a total of 334 surveys were distributed to high school students in one private and two state schools in theRio de Janeirostate,Brazil. Interviews were also used as a qualitative tool to assess the validity of the data obtained in the surveys. Students reported clear ideas about transgenics, but not about genetic engineering of recombinant medication or genomics. The results suggest that when issues are discussed,instead of being explained, they are better assimilated by students, and that association of information in the press with school classes may help to spread scientific concepts.

Highlights

Since the rise of recombinant DNA technology, molecular genetics has grown considerably
Terms like molecular biology and biotechnology have become more frequently used by the media and, became part of everyday life
We assumed that students’ opinions could be influenced by their socioeconomical condition, since students from private schools are generally from high-income families, while students from state schools usually come from low-income families

Summary

Introduction

Since the rise of recombinant DNA technology, molecular genetics has grown considerably. Terms like molecular biology and biotechnology have become more frequently used by the media and, became part of everyday life Such development uncovers new issues such as diagnostic tests based on DNA detection, the use of DNA testing for paternity and transgenic food development. The media attempts to fill in this gap by reporting scientific discoveries and technological innovations, it frequently fails to provide correct information (Eyck, 2005; Massarani & Moreira, 2005). Such development is not properly discussed in high school biology classes

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Results

Conclusion