Young people's understanding of, and attitudes to, 'the new genetics'

October 1994 - October 1997

(Contact: Dr Jenny Lewis)

Funded By: Wellcome Trust

Other project members:
Professor John Leach
Dr Alan Radford
Professor Ed Wood
Colin Wood-Robinson
Professor Rosalind Driver

Summary of the Project - Page 1 | Publications - Page 2

Summary of the Project - Page 1

The aim of this project was to provide a 'snap shot' of young people's understanding of and attitudes to gene technology as they came to the end of their compulsory science education. The purpose was twofold - to assess the impact of the national curriculum for science on levels of scientific literacy, using the context of genetics; to give some insight to the kinds of understandings which young people might draw upon in adult life when confronted with the social implications of gene technology. Two sets of data were collected, relating to:

  • knowledge and understanding of genetics and gene technology;
  • attitudes formed in response to issues arising from the use of gene technology.

The emphasis was on conceptual understanding, and on the ways in which students came to a view on social issues within a science context.

Over 600 young people, the majority of them aged 15-16, took part in the main study. The sample was drawn from 12 local authority comprehensive schools in the Yorkshire region of England and represented the full ability range within those schools. Most of the sample had completed the genetics component of the National Curriculum and all had covered the basic concepts. Data were collected in the form of written responses to written questions and transcribed audio-tapes of discussion tasks.

Analysis of the data showed that many of these young people had only a limited scientific understanding of basic genetic concepts and that misconceptions were common.

Preliminary data relating to attitudes confirmed that this level of understanding of basic concepts was a potential barrier to understanding more complex concepts relating to inheritance, gene technology and resulting issues and to the ability to engage in reasoned discussion of the these issues. However, if given very brief but carefully designed teaching interventions which addressed common misunderstandings and set basic concepts in context, the majority of these young people were able to engage with complex issues relating to gene technology and come to reasoned views which they could justify. The extent to which they could do this varied.

Summary of the Project - Page 1 | Publications - Page 2

This project last updated by Jenny Lewis on 4th January 2006.