Factors explaining students’ attitudes towards learning genetics and belief in genetic determinism

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dc.contributor.author Aivelo, Tuomas
dc.contributor.author Uitto, Anna
dc.date.accessioned 2021-08-23T08:46:01Z
dc.date.available 2021-08-23T08:46:01Z
dc.date.issued 2021
dc.identifier.citation Aivelo , T & Uitto , A 2021 , ' Factors explaining students’ attitudes towards learning genetics and belief in genetic determinism ' , International Journal of Science Education , vol. 43 , no. 9 , pp. 1408-1425 . https://doi.org/10.1080/09500693.2021.1917789
dc.identifier.other PURE: 162823043
dc.identifier.other PURE UUID: f7458671-af47-4644-9386-c8acc363b254
dc.identifier.other WOS: 000646837300001
dc.identifier.other ORCID: /0000-0003-4285-7179/work/98861538
dc.identifier.other ORCID: /0000-0002-1568-7808/work/98861572
dc.identifier.uri http://hdl.handle.net/10138/333416
dc.description.abstract Understanding how teaching affects students' attitudes and beliefs is notoriously difficult, specifically in a quickly evolving and societally relevant field such as genetics. The aim of this survey study is to capitalize our previous research and examine how teaching relates to Finnish secondary school students’ liking of, self-concept in and experienced utility of genetics, attitude towards gene technology and belief in genetic determinism. In this unique setting, we used as explanatory variables their teachers’ teaching emphases and learning materials, and as student-related factors, we used gender and the number of biology courses attended. Item-response theory with exploratory, confirmatory, and explanatory analyses were carried out to model the data. Teaching explained students’ attitudes and beliefs: if the teacher’s emphasis was Hereditary or the textbook with stronger Mendelian emphasis was used, students tended to havemore negative attitudes towards learning genetics and stronger belief in genetic determinism . Our results also suggest gender differences: male students had more positive attitude towards gene technology, higher self-concept, whereas as utility of genetics and belief in genetic determinism were higher in females. The results suggest that teaching’ approaches as well as learning materials need updates to fulfil the needs for genetics literacy. fi
dc.description.abstract Understanding how teaching affects students' attitudes and beliefs is notoriously difficult, specifically in a quickly evolving and societally relevant field such as genetics. The aim of this survey study is to capitalize our previous research and examine how teaching relates to Finnish secondary school students' liking of, self-concept in and experienced utility of genetics, attitude towards gene technology and belief in genetic determinism. In this unique setting, we used as explanatory variables their teachers' teaching emphases and learning materials, and as student-related factors, we used gender and the number of biology courses attended. Item-response theory with exploratory, confirmatory, and explanatory analyses were carried out to model the data. Teaching explained students' attitudes and beliefs: if the teacher's emphasis was Hereditary or the textbook with stronger Mendelian emphasis was used, students tended to havemore negative attitudes towards learning genetics and stronger belief in genetic determinism . Our results also suggest gender differences: male students had more positive attitude towards gene technology, higher self-concept, whereas as utility of genetics and belief in genetic determinism were higher in females. The results suggest that teaching' approaches as well as learning materials need updates to fulfil the needs for genetics literacy en
dc.format.extent 18
dc.language.iso eng
dc.relation.ispartof International Journal of Science Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 1184 Genetics, developmental biology, physiology
dc.subject genetiikan opetus
dc.subject 516 Educational sciences
dc.subject tiedekasvatus
dc.subject biologian didaktiikka
dc.subject Item response theory
dc.subject student attitudes
dc.subject biology education
dc.subject upper secondary school
dc.subject HIGH-SCHOOL-STUDENTS
dc.subject SECONDARY-SCHOOL
dc.subject PUBLIC-ATTITUDES
dc.subject BIOLOGY TEXTBOOKS
dc.subject SCIENCE
dc.subject BIOTECHNOLOGY
dc.subject TECHNOLOGY
dc.subject KNOWLEDGE
dc.subject ORIENTATION
dc.subject EXPLORATION
dc.title Factors explaining students’ attitudes towards learning genetics and belief in genetic determinism en
dc.type Article
dc.contributor.organization Organismal and Evolutionary Biology Research Programme
dc.contributor.organization Helsinki One Health (HOH)
dc.contributor.organization Maker@STEAM
dc.contributor.organization Global Change and Conservation Lab
dc.contributor.organization Helsinki Institute of Sustainability Science (HELSUS)
dc.contributor.organization Helsinki Institute of Urban and Regional Studies (Urbaria)
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/09500693.2021.1917789
dc.relation.issn 0950-0693
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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