Opinion building on a socio-scientific issue: the case of genetically modified plants

This paper presents results from a study with the following research questions: (a) are pupils' opinions on genetically modified organisms (GMOs) influenced by biology teaching; and (b) what is important for the opinion pupils hold and how does knowledge work together with other parameters such as values? 64 pupils in an upper secondary school answered questionnaires, in which they expressed opinions and gave arguments on applications of GMOs, before and after biology courses. The pupils' knowledge of genetics and GMOs was also investigated. Eleven pupils were then in-terviewed to examine their reasoning in more depth. More pupils were positive about genetically modified tomatoes after the courses. Males were more positive than females. No correlation was found between knowledge of basic genetics and opinion. Most of the pupils could express arguments for and against the applications but they built their personal opinion on different arguments. An important concern was potential risks. Depending on risk judgement and/or how they trusted scientists, the pupils came to different conclusions. Few had any idea of how the different applications are risk assessed or how scientists work. Other important factors for decision-making were the purpose of the application, the time perspective and feelings.     

Cognitive achievements in identification skills

Species identification tasks are generally accepted as fundamental aspects of biodiversity education. Our educational training unit, therefore, focused on identification skills by introducing stuffed specimens in combination with identification books and preparation booklets.We limited the number of bird species to six. 492 secondary school pupils (163 from 8th grade [high stratification level] and 329 from 9th grade [medium stratification level]) participated in the study. Instruction-1 pupils received a hands-on lesson about the natural history of six bird species, while Instruction-2 pupils were taught in a conventional teacher-centred manner. Pupils from the hands-on classes achieved significantly better grades in two follow-up tests. The measure of well-being was significantly enhanced by the teaching technique, while interest, anxiety and boredom were not affected. Additionally, pupils appreciated the opportunity of self-regulation. In general, a shift from the unspecific to the specific was observed: for instance, from duck and gull to mallard and black-headed gull. A reduction in the number of species presented to pupils within a lesson seems to enhance learning and retention effects.     

Indices of mental working ability in school students learning some subjects by advanced educational programs

The study enrolled 390 schoolchildren attending classes of general, humanitarian, and mathematical education profiles. Mental working ability, memory, and speed and level of cognitive processes were examined. Lower indices were revealed in pupils attending mathematical classes which may be a manifestation of greater fatigue characteristic of this group of pupils. The education in classes of humanitarian profile was associated with significantly higher volume of the operative memory. This finding suggests that the advanced learning of humanities promotes the development of memory. Higher speed of cognitive processes and accuracy of solution of mental tasks were shown to be characteristic of the pupils of mathematical classes.     

Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time

The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.     

Perception of canine rabies among pupils under 15 years in Kwara State,North Central Nigeria

Rabies is an endemic, highly fatal, and vaccine-preventable disease with severe socio-economic implications. Most (99%) human rabies cases are transmitted through dog bites. Children under 15 years account for 40% of all dog bite victims and 35–50% of all rabies deaths. Rabies awareness among this vulnerable group is critical to rabies prevention. However, there is a paucity of data on rabies awareness among pupils under 15. Hence, this study assessed the awareness and attitude of pupils under 15 years towards canine rabies in Kwara state in Nigeria. The study was conducted as a cross-sectional survey of 1,388 pupils across the state using a structured questionnaire that was administered as a one-on-one interview using the Open Data Kit on Android phones in December 2019. Of the 1388 pupils included in this study, only 21.7% (n = 301) of them were aware of rabies. The mean rabies score was 1.7±0.8 and only 29.2% (n = 88/301) of the pupils had adequate knowledge of canine rabies. The dog ownership rate was 18.7% (n = 259) with an average of 1.93 dogs per household. Approximately 5% (n = 66) of the pupils have been previously bitten by a dog. One-third of the dog bite victims (35%, n = 23/66) were managed and treated at home and only 12% (n = 8/66) were treated in a health facility. The result of the multivariable logistic regression showed that students aged between 13–15 years were more likely (OR: 1.93; 95% CI: 0.72–3.01; p < 0.001) to have adequate knowledge of rabies than the younger pupils. Similarly, pupils that have dogs in their households (OR: 2.09; 95%CI: 1.49–2.75; p < 0.001) and those that reside in Kwara South (OR:1.78 95% CI:1.29, 2.44; p < 0.001) were more likely to be aware and have adequate knowledge of canine rabies respectively. Finally, Pupils from non-dog-owning households were more likely (OR:2.2; 95% CI: 1.45, 4.42; p < 0.001) to have been bitten by dogs than those from dog-owning households. The awareness and attitude of pupils under 15 to canine rabies was poor. We advocate the introduction of rabies lessons into the school curriculum in Kwara State to reduce the incidence of dog bites and prevent dog-mediated human rabies.     

Genetic variability among peoples of Aruba and Curaçao

Data were obtained from 252 elementary school pupils in four regions of Aruba and in the suburbs of Willemstad, Curaçao. Data included ABO and MN blood groups, ratings of skin color and hand prints. Pupils in the Noord region of Aruba differ significantly from those at other schools in both islands with respect to frequencies of MN blood group genes; mean ridge counts on fingers; and pattern frequencies in hypothenar and thenar/first interdigital palmar areas. Noord pupils have significantly darker skin color than those in other Aruban areas. No significant differences were encountered in ABO frequencies, which are more similar to those of Negroes than to American Indians and Caucasians. MN blood group frequencies and finger prints of pupils in the Noord region are similar to those of American Indians, whereas those in other regions are similar to those of Negroes and western Europeans.     

Biological Sciences Curriculum Study

In order to name an animal they see, children use their existing mental models to provide the animal with a name. In this study, pupils of a range of ages (4, 8, 11, and 14 years old) were presented with preserved specimens of six different animals and asked a series of questions about them. The results indicate that pupils of all ages mainly recognize and use anatomical features when naming the animals and explaining why they are what they are. However, older pupils are more likely to also use behavioural and habitat attributes. For both girls and boys, the home and direct observation are more important as sources of knowledge than school or books, although books seem more important for boys than for girls. As pupils age, their reasons for grouping animals become more complicated: in addition to relying on shared anatomical features, they begin to show evidence of an embedded taxonomic knowledge, knowing, for instance, what a mammal is and using this knowledge to group animals.     

Feeding of school children in a London borough.

A survey of 12 schools in a London borough showed that the protein and energy content of the average school meal was below the standard set by the Department of Health and Social Security for all age groups. Failure to meet the standards resulted from inadequate food purchases, poor menu planning and portion control, and several management problems. A 24-hour recall questionnaire showed that 5% of the pupils were "poorly" fed. These pupils were, however, no worse off than their "adequately" fed peers with regard to absences from school or academic attainment measured by reading quotient, but there was some slight difference in height and weight. The percentage of children having no breakfast increased from 4% in the infant schools to 21% in the senior schools. Two per cent of the senior pupils regularly ate no lunch.     

Understanding the mental health needs of secondary school children in Manchester

Background In a time of limited resources and the need for cohesive services, understanding levels of need and prevalence is key. Manchester has a diverse range of cultures and socio-economic groups; national data is valuable but not always representative of local need.Aim To assess the prevalence of mental health needs in secondary school pupils in Manchester.Method Parents and teachers in three secondary schools were invited to complete the Strengths and Difficulties Questionnaire (SDQ) and a tool examining unmet needs.Results Initially, 560 pupils were chosen. Having excluded families that opted out, 503 questionnaires were distributed. Teachers returned 200 questionnaires and parents returned 127. Higher than average levels of need were identified with teachers reporting that 18% of pupils scored abnormally on the SDQ. Parent rates were also higher than the national average at 13.4%.Discussion Parents and teachers wanted children to be seen at home and at school, the need for consultation and outreach from mental health into schools is emphasised.     

A study of Nigerian pupils' understanding of selected biological concepts

120 Nigerian Secondary school biology pupils, mostly aged 16–18, were interviewed individually to assess their level of understanding of a range of biological concepts. The concepts were related to growth, reproduction, and transport mechanisms within living organisms. The responses of each pupil were scored and examined to determine whether they revealed concrete or formal operational thinking. Given 21 opportunities to do so, almost 50 per cent of pupils either failed to exhibit formal thinking at all, or revealed it on only one occasion. Fewer than 5 per cent exhibited formal thinking on ten or more occasions. There was no significant difference in the performance of boys as compared with girls, nor between pupils whose parents were from different socio-economic groups. Pupils from urban schools performed significantly better than those from rural schools. Pupils' common misconceptions were identified. The importance of ascertaining pupils' misconceptions and their levels of understanding of biological concepts is discussed from the viewpoint of the classroom teacher.     

Risk-Based Learning Games Improve Long-Term Retention of Information among School Pupils

Risk heightens motivation and, if used appropriately, may have the potential to improve engagement in the classroom. We have developed a risk-based learning game for school pupils in order to test whether such learning games can improve later recall of information. The study was performed during a series of public engagement workshops delivered by undergraduate students. Undergraduate neuroscience students delivered 90-minute science workshops to 9–10 year old school pupils (n = 448) that were divided into ‘Risk’, ‘No risk’ and ‘Control’ classes. ‘Risk’ classes received periodic multiple-choice questions (MCQs) during the workshops which required small teams of pupils to assign tokens to the answer(s) they believed to be correct. Tokens assigned to the correct answer were returned to the group and an equal number given back as a prize; tokens assigned to incorrect answers were lost. Participation was incentivised by the promise of a brain-related prize to the team with the most tokens at the end of the workshop. ‘No risk’ classes received MCQs without the risk component whilst the ‘Control’ classes received no MCQs. When presented with a neuroscience quiz based on workshop content at the end of the workshop, pupils in the ‘Risk’ classes exhibited significantly greater recall of information one week later. Quiz scores were higher than scores from the day of the workshop which suggested pupils may have discussed the workshop content outside of the classroom, thereby increasing knowledge over and above what was learned during the workshop. This is supported by feedback from pupils in ‘Risk’ classes which indicated that ‘Risk’ workshops were more interesting than ‘No risk’ and ‘Control’ workshops. These data suggest that there is a role for risk in the classroom but further investigations are required to elucidate the causal mechanisms of improved retention of information.     

There is more to the dissection of a pig's heart

In order to name and classify a plant they see, children use their existing mental models to provide the plant with a name and classification. In this study pupils of a range of ages (5, 8, 10, and 14 years old) were presented with preserved specimens of six different plants (strictly, five plants and a fungus) and asked a series of questions about them. Their responses indicate that pupils of all ages mainly recognise and use anatomical features when naming the plants and explaining why they are what they are. However, older pupils are more likely to also use habitat features. For both girls and boys, the home and direct observation are more important sources of knowledge than school, TV, videos, CD-Roms, or books, although TV, videos, CD-Roms, and books seem more important for boys than for girls. As pupils age, their reasons for grouping plants become more complicated: in addition to relying on shared anatomical and habitat features, they begin to show evidence of a knowledge of taxonomy and use this knowledge to group plants.     

Zugang zur Artenvielfalt im Schulunterricht

Mapping a songbird fauna with pupils How to induce pupils aged 13 to 14 years to successfully map the songbird fauna of a city park? The mapping project took place within 1.5 hours on an April morning. Pupils were organized as small working groups using maps, binoculars, and field guides produced by themselves. The project had been prepared by a 6 lesson course. Results were later discussed with nature conservancy officials. Pupils having participated in the project displayed increased knowledge of birds and motivation to observe them.     

Expert video exchanges in bilingual biology lessons - student’s intrinsic motivation and subject-specific interest

ABSTRACT

This paper presents an instructional model to incorporate English-language communication between international practicing scientists and English learners into secondary science lessons. The aim was to identify a method that lets pupils practice English as the language of science and that elicits positive affective attitudes in the form of task-specific intrinsic motivation. As a central condition, the approach had to be feasible in realistic school settings. The pupils that participated in the two studies presented (total n = 218) were native German speakers and interacted with English-speaking experts in the curricular contexts of cytology and immunology via videos. We assessed pupils’ task-specific intrinsic motivation (as defined by their interest/enjoyment of the exchange and their relatedness to the expert) and compared it to their subject-specific interest in biology and English before and after the project. We further contrasted the motivational ratings of bilingually experienced and inexperienced groups of pupils. Both groups reported similar and remarkably high task-specific intrinsic motivation for the video exchange. Subject-specific interests remained constant before and after implementing the method and were correlated with interest/enjoyment in the standard, but not in the bilingually experienced classes. The applicability of the exchange model in different topics, subjects, and student groups is discussed.     

Community outbreak of Yersinia pseudotuberculosis

An outbreak of Yersinia pseudotuberculosis in Kurashiki, Japan is described. This is the first conclusive report of a community outbreak of this microorganism. A total of 535 pupils, five teachers, and one food attendant contracted the organism. Causative organisms were detected in 19 out of 30 patients. All isolated strains belonged to serotype VA. Out of 653 sera of the pupils, 488 showed elevated agglutinin titers ranging from 1:80 to 1:1,280 or more within a period of 3 months.     

Differences in Sleep and Circadian Preference between Eastern and Western German Adolescents

Only a few studies focus on comparisons to reveal differences in sleep and circadian preferences in adolescents. This study used the same instrument to compare adolescents in Eastern and Western Germany. In all, 674 pupils between 11 and 16 yrs participated. The questionnaire asked questions about wake times and bed times (on weekend and weekdays), and the Composite Scale of Morningness (CSM) was completed to assess diurnal preferences. Locality (East/West Germany) had no effect on rise and bed times during the week and on sleep length on the weekend. Western pupils rose later on weekends and went to bed later on weekends. While sleep length on weekdays was shorter in West Germany, weekend oversleep was longer and misalignment was higher. Diurnal preferences (CSM scores) suggested a higher eveningness in West Germany. As interaction effects were insignificant, changes throughout adolescence seem similar in East and West Germany. These data suggest that given similar school start times, Western German pupils are at higher risk because they are later chronotypes. The finding of earlier rise and bed times of the East German pupils is consistent with the hypothesis that sunlight acts as the entrainment for the biological clock of adolescents, as sunrise is earlier in Eastern Germany.     

Differences in sleep and circadian preference between Eastern and Western German adolescents

Only a few studies focus on comparisons to reveal differences in sleep and circadian preferences in adolescents. This study used the same instrument to compare adolescents in Eastern and Western Germany. In all, 674 pupils between 11 and 16 yrs participated. The questionnaire asked questions about wake times and bed times (on weekend and weekdays), and the Composite Scale of Morningness (CSM) was completed to assess diurnal preferences. Locality (East/West Germany) had no effect on rise and bed times during the week and on sleep length on the weekend. Western pupils rose later on weekends and went to bed later on weekends. While sleep length on weekdays was shorter in West Germany, weekend oversleep was longer and misalignment was higher. Diurnal preferences (CSM scores) suggested a higher eveningness in West Germany. As interaction effects were insignificant, changes throughout adolescence seem similar in East and West Germany. These data suggest that given similar school start times, Western German pupils are at higher risk because they are later chronotypes. The finding of earlier rise and bed times of the East German pupils is consistent with the hypothesis that sunlight acts as the entrainment for the biological clock of adolescents, as sunrise is earlier in Eastern Germany.