Perception about biotechnology in university students in Costa Rica

A survey was carried out to determine the perception and knowledge about biotechnology and genetically modified organisms (GMOs) in a sample (n=750) of university students from three public universities in Costa Rica: Universidad de Costa Rica, Universidad Nacional and Instituto Tecnológico de Costa Rica. The study revealed that 88% of the students showed a satisfactory level of knowledge about modem biotechnology and 79% of them reported a favorable opinion and good acceptance of this technology. Students would accept some risks associated to biotechnology if it represents an improvement to the competitiveness of Costa Rica. Some differences were detected in the opinions from students of the three universities that can be associated to the area of study. Students from social disciplines showed a higher percentage of negative acceptances to biotechnology and GMOs when their opinions were compared with those of students from life sciences and technologies.     

Procedural understanding in biology: the ‘thinking behind the doing’

Several developments in science education aim to improve pupils' ability to ‘think scientifically’. This paper argues for the explicit teaching of the ideas that pupils need to ‘think about’ to do this; ideas related to the design of investigations and the collection, presentation, analysis, and evaluation of the resulting evidence — ideas which are important both for pupils who continue to study or work with biology and for all pupils to become biologically literate. This paper considers some of the concepts of evidence which are particularly important to biology, and discusses how and why the ideas could be taught.     

Cisgenics as emerging bio-objects: bio-objectification and bio-identification in agrobiotech innovation

Cisgenesis is a genetic modification of a recipient organism with genetic material from a crossable organism. Trying to free cisgenics from the regulatory guidelines of genetically modified organisms (GMOs), some scientists have suggested to classify the genetically modified products by the origin of transferred genes. Aiming at exploring how scientists frame cisgenics in relation to current legal frameworks, we have sent an extensive survey to the totality of researchers working on cisgenics. Trying to provide cisgenics with a new, uncontroversial identity, the respondents present cisgenics as a method of obtaining “natural,” environmentally friendly and economically sustainable crops. However, such strategy is challenged by GMO corporations opposing a segmentation of the sector, and by the opponents of GMOs, who fear that deregulation on cisgenics leads to the deregulation of GMOs. Drawing from the concepts of bio-objectification and bio-identification, we show how the status of this bio-object is likely to remain contested and contestable.     

EFSA’s scientific activities and achievements on the risk assessment of genetically modified organisms (GMOs) during its first decade of existence: looking back and ahead

Genetically modified organisms (GMOs) and derived food and feed products are subject to a risk analysis and regulatory approval before they can enter the market in the European Union (EU). In this risk analysis process, the role of the European Food Safety Authority (EFSA), which was created in 2002 in response to multiple food crises, is to independently assess and provide scientific advice to risk managers on any possible risks that the use of GMOs may pose to human and animal health and the environment. EFSA’s scientific advice is elaborated by its GMO Panel with the scientific support of several working groups and EFSA’s GMO Unit. This review presents EFSA’s scientific activities and highlights its achievements on the risk assessment of GMOs for the first 10 years of its existence. Since 2002, EFSA has issued 69 scientific opinions on genetically modified (GM) plant market registration applications, of which 62 for import and processing for food and feed uses, six for cultivation and one for the use of pollen (as or in food), and 19 scientific opinions on applications for marketing products made with GM microorganisms. Several guidelines for the risk assessment of GM plants, GM microorganisms and GM animals, as well as on specific issues such as post-market environmental monitoring (PMEM) were elaborated. EFSA also provided scientific advice upon request of the European Commission on safeguard clause and emergency measures invoked by EU Member States, annual PMEM reports, the potential risks of new biotechnology-based plant breeding techniques, evaluations of previously assessed GMOs in the light of new scientific publications, and the use of antibiotic resistance marker genes in GM plants. Future challenges relevant to the risk assessment of GMOs are discussed. EFSA’s risk assessments of GMO applications ensure that data are analysed and presented in a way that facilitates scientifically sound decisions that protect human and animal health and the environment.     

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.     

Understanding of genetic information in higher secondary students in northeast India and the implications for genetics education

Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issues, appropriate genetics education is needed in schools. A good foundation in genetics also requires knowledge and understanding of topics such as structure and function of cells, cell division, and reproduction. Studies at the international level report poor understanding by students of genetics and genetic technologies, with widespread misconceptions at various levels. Similar studies were nearly absent in India. In this study, I examine Indian higher secondary students' understanding of genetic information related to cells and transmission of genetic information during reproduction. Although preliminary in nature, the results provide cause for concern over the status of genetics education in India. The nature of students' conceptual understandings and possible reasons for the observed lack of understanding are discussed.     

Techne versus Technoscience: Divergent (and Ambiguous) Notions of Food "Quality" in the French Debate over GM Crops

In the French debate over genetically modified organisms (GMOs), actors present divergent definitions of food quality located between poles of technoscience and techne. Although scientists often define food quality in terms of technoscience, assessing food safety, small farmers often appeal to technes of production, positing GMOs as a rupture with artisanal culture. Whereas small farmers (from the union the Confédération Paysanne [CP]) deploy notions of "techne" to promote their anti-GMO campaign, they often define quality in an ambiguous way, vacillating between ideas of agricultural method (technique) or production scale. Despite this ambiguity, the CP successfully designates GMOs as la malbouffe , or "bad" food, establishing themselves as protectors of artisanal technés such as Roquefort. Finally, unlike many cultures that cast GMOs as "unnatural," the CP tends to frame GMOs as "uncultural." In the French debate, the CP posits culture against a "culturelessness" associated with technoscience and industry-driven foods such as GMOs and McDonald's.     

Development and evaluation of a genetics literacy assessment instrument for undergraduates

There is continued emphasis on increasing and improving genetics education for grades K-12, for medical professionals, and for the general public. Another critical audience is undergraduate students in introductory biology and genetics courses. To improve the learning of genetics, there is a need to first assess students' understanding of genetics concepts and their level of genetics literacy (i.e., genetics knowledge as it relates to, and affects, their lives). We have developed and evaluated a new instrument to assess the genetics literacy of undergraduate students taking introductory biology or genetics courses. The Genetics Literacy Assessment Instrument is a 31-item multiple-choice test that addresses 17 concepts identified as central to genetics literacy. The items were selected and modified on the basis of reviews by 25 genetics professionals and educators. The instrument underwent additional analysis in student focus groups and pilot testing. It has been evaluated using approximately 400 students in eight introductory nonmajor biology and genetics courses. The content validity, discriminant validity, internal reliability, and stability of the instrument have been considered. This project directly enhances genetics education research by providing a valid and reliable instrument for assessing the genetics literacy of undergraduate students.     

Artenkenntnis einheimischer Vögel

Knowledge of common bird species As the ability of young people to identify common bird species is very low, we tried to create teaching materials to improve the pupils' knowledge in an interdisciplinary approach in schools. Therefore we created online tutorials, that contain hints and clues how to identify birds as well as playful exercises. Another important part of the project was to educate pupils in observing visible details by drawing birds and displaying the paintings at an observation post within the school yard. These actions should enable students to do their own observations and document their sightings with an online observation tool, so that pupils get into emotional contact with the wildlife in their near surroundings, which is required to take action against the loss of species all over the world.     

A day of systems and synthetic biology for non‐experts

From understanding ageing to the creation of artificial membrane‐bounded ‘organisms’, systems biology and synthetic biology are seen as the latest revolutions in the life sciences. They certainly represent a major change of gear, but paradigm shifts? This is open to debate, to say the least. For scientists they open up exciting ways of studying living systems, of formulating the ‘laws of life’, and the relationship between the origin of life, evolution and artificial biological systems. However, the ethical and societal considerations are probably indistinguishable from those of human genetics and genetically modified organisms. There are some tangible developments just around the corner for society, and as ever, our ability to understand the consequences of, and manage, our own progress lags far behind our technological abilities. Furthermore our educational systems are doing a bad job of preparing the next generation of scientists and non‐scientists.     

Slovakian Pupils' Knowledge of,and Attitudes toward,Birds

ABSTRACT

As the world's biodiversity is being destroyed, costs for nature protection activities increase. One proposed way to increase people's pro-environmental attitudes is to increase their knowledge base. It has been suggested that knowledge and attitudes are related, but no consensus in this field yet exists. Thus, the investigation of the relationship between attitudes and knowledge has valuable implications for nature protection programs. In this paper, we investigated relationships between Slovakian grammar school pupils' attitudes to, and knowledge of, birds (n = 402 participants aged 10–19 years). We found that factual knowledge about birds was positively related to pupils' attitudes toward birds. Interestingly, younger pupils had better knowledge of birds than older pupils. Regarding attitudes, higher scores were registered for the Concern for Birds and Avoidance of Birds dimensions than the Interest in Birds dimension. Females showed more positive attitudes in the Avoidance of Birds dimension compared with males, and bird owners scored higher in the Interest in Birds dimension and lower in the Concern for Birds dimension compared with non-bird owners. Implications for nature protection programs are discussed.     

Ethnic school context and the national and sub-national identifications of pupils

In various European countries, policy-makers strive for educational desegregation to enhance pupils' national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition – measured by the proportion of non-natives and ethnic heterogeneity – on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multi-level data analyses from the surveying of 2,845 pupils (aged 10–12) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils' identifications, it is positively related to native pupils' identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils' national and sub-national identifications. Our findings indicate that the relation between ethnic school composition and pupils' identifications is mediated by the latter's inter-ethnic friendships. The consequences of these findings for educational policy are discussed.     

“Participating means accepting”: debating and contesting synthetic biology

This article analyses opposition to public debates. In doing so, the article builds upon the tradition of analyzing controversies by symmetrically describing the advocates and the opponents of public debates. First, the public debates on synthetic biology will be placed in their wider political and institutional context. The call for a “serene” debate by the French public authorities will be retraced and its genealogy vis-à-vis previous controversies (i.e. on genetically modified organisms (GMOs) and nanotechnology) will be elucidated. The article then describes how the group Pièces et main d’?uvre (PMO) obstructed a public debate on synthetic biology, an obstruction that will be analyzed by mobilizing and extending the notion of divisible versus indivisible conflicts. But the article will also move beyond the symmetrical analysis of a controversy by discussing one of the criticisms raised by PMO, that some researchers are “sociologists of acceptability.” The notions of divisibility, indivisibility and what I call “inversibility” will be used to reflect upon the positionality of social scientists and to offer a constructive view for a sociology of acceptability.     

Learning genetics through an authentic research simulation in bioinformatics

Following the rationale that learning is an active process of knowledge construction as well as enculturation into a community of experts, we developed a novel web-based learning environment in bioinformatics for high-school biology majors in Israel. The learning environment enables the learners to actively participate in a guided inquiry process by solving a problem in the context of authentic research in genetics. Through the learning environment, the learners are exposed to a genetics problem which was developed on the basis of research in which a mutated gene, which causes deafness, was identified. They follow, step by step, the way scientists try to solve it, using the current geneticists' toolbox. The environment uses an adapted version of the BLAST program (a bioinformatics tool which enables to find similarities between sequences), which was modified in a way that enables the teachers and students to use it easily. Using quantitative and qualitative research approaches, we were able to show that learning through the bioinformatics environment promotes construction of new knowledge structures and influences students' acquisition of a deeper and multidimensional understanding of the genetics domain. In addition, learning through the bioinformatics environment influences students' comprehension of the practices and scientific ways of thinking.     

Pupils' perceptions of three-dimensional structures in biology lessons

An investigation into 11–15 year old pupils' ability to tackle tasks concerned with the understanding of threedimensional structures studied in school biology lessons is outlined. The investigation takes the form ofapaperand- pencil test, and the test items call for the interpretation of sectional views of three-dimensional structures (represented by diagrams and stereograms) studied in conventional biology syllabuses for 11–15 year olds. Test scores were subject to cluster analysis and the emergent groups are described.

The analysis pointed to the existence of two discrete skills used by pupils interpreting three-dimensional structures. These are the skill of abstracting sectional shapes and that of appreciating the spatial relationships of the internal parts of a structure-. Extracts from tape recordings of pupils ‘talking their way through’ selected tasks corroborate the two-skill theory.     

我国农业转基因生物安全管理现状

转基因技术可以打破物种界限,实现作物性状的定向改造,在解决粮食增产、环境污染、节水增效,以及改进农产品质量等方面显示出巨大潜力。同时,转基因技术具有潜在的风险,转基因生物的安全性受到人们的广泛关注。本文介绍了我国农业转基因生物安全管理状况,包括法规制度体系、安全评价体系和安全监管体系,旨在让人们更好地了解我国农业转基因生物安全管理知识。     

Transposing from the Laboratory to the Classroom to Generate Authentic Research Experiences for Undergraduates

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects.     

Gregor Mendel's classic paper and the nature of science in genetics courses

The discoveries of Gregor Mendel, as described by Mendel in his 1866 paper Versuche uber Pflanzen-Hybriden (Experiments on plant hybrids), can be used in undergraduate genetics and biology courses to engage students about specific nature of science characteristics and their relationship to four of his major contributions to genetics. The use of primary source literature as an instructional tool to enhance genetics students' understanding of the nature of science helps students more clearly understand how scientists work and how the science of genetics has evolved as a discipline. We offer a historical background of how the nature of science developed as a concept and show how Mendel's investigations of heredity can enrich biology and genetics courses by exemplifying the nature of science.     

生态风险研究述评

生态风险(ＥｃｏｌｏｇｉｃａｌＲｉｓｋ,ＥＲ),指一个种群、生态系统或整个景观的正常功能受外界胁迫,从而在目前和将来减小该系统健康、生产力、遗传结构、经济价值和美学价值的一种状况[20]。生态风险评估(ＥｃｏｌｏｇｉｃａｌＲｉｓｋＡｓｓｅｓｓｍｅｎｔ,ＥＲＡ)指受一个或多个胁迫因素影响后,对不利的生态后果出现的可能性进行的评估。美国环保局(ＥＰＡ)把这种尚不为人们所重视的领域叫做生态风险评估[20,48]。随着新技术和新方法的应用,ＥＲＡ的研究领域迅速扩展。早期的生态风险评估主要是针对人类健康而言的,也就是人类健康风险…