THE ROLE OF KNOWLEDGE IN STUDENT OPINIONS ON GENETICALLY MODIFIED ORGANISMS: AN INTERVENTION STUDY

Abstract

Biotechnology, which includes genetic modification (GM), is often considered to be a controversial topic. Large amounts of factual information on GM as well as opinions are widely spread, which can affect people’s opinions and attitudes towards GM. This paper aims to investigate the nature of students’ acquisition of new factual information about genetically modified organisms (GMOs), and how this can be related to how they cope with new factual scientific information and opinions. As such, an intervention study involving 575 sixth year secondary school students was set op. Before, during and after the intervention, students completed a questionnaire measuring their knowledge, perceived risks and benefits, as well as attitudes towards and willingness to eat (WTE) GMOs. The results indicated that acquiring new scientific information increased students’ scores related to perceived benefits, and attitudes, while the scores on risk perception decreased. Hearing others’ opinion on GMOs (combined pro- and anti-GM) had the opposite effect on the related student scores. In addition, the results suggested that the order in which opinions and factual information are addressed in class does not affect students’ attitudes and WTE GMOs as long as both are considered. However, students’ perception of risks and benefits differ depending on the order of the intervention phases. Based on these findings and the perceived fluctuations in the studied variables throughout the intervention, it is recommended that both the factual scientific information as well as the controversial GM debate should be addressed in class as early as possible in order to develop clear and balanced scientific conceptions as well as a personal opinion.