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dc.contributor.authorCasanoves de la Hoz, Marina
dc.contributor.authorSolé Llussà, Anna
dc.contributor.authorHaro, Juan
dc.contributor.authorGericke, Niklas
dc.contributor.authorValls, Cristina
dc.date.accessioned2021-11-25T09:59:38Z
dc.date.available2021-11-25T09:59:38Z
dc.date.issued2021
dc.identifier.issn1573-1839
dc.identifier.urihttp://hdl.handle.net/10459.1/72412
dc.description.abstractThe speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The fndings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modifed products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.ca_ES
dc.language.isoengca_ES
dc.publisherSpringerca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.1007/s10956-021-09942-zca_ES
dc.relation.ispartofJournal of Science Education and Technology, 2021ca_ES
dc.rightscc-by (c) Casanoves et al., 2021ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectAttitudes towards biotechnologyca_ES
dc.subjectBiotechnological literacyca_ES
dc.subjectGenetic educationca_ES
dc.subjectPre-service teachers’ understandingca_ES
dc.subjectPrimary educationca_ES
dc.titleStudent Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?ca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1007/s10956-021-09942-z


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cc-by (c) Casanoves et al., 2021
Except where otherwise noted, this item's license is described as cc-by (c) Casanoves et al., 2021