Undergraduates’ Knowledge, Reflective Judgment and Argumentation Skills about Genetically Modified Organism

• Main Authors: Tzung-Jin Lin, 林宗進
• Other Authors: Shu-Sheng Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/wmf9an

碩士 === 國立嘉義大學 === 科學教育研究所 === 97 === This study was aimed to investigate college undergraduates’ knowledge, reflective judgment and argumentation regarding a socioscientific issue－Genetically Modified Organisms(GMO). Two groups of undergraduates, forty biology majors and forty non-biology majors, were invited to complete two open-ended questionnaires. Statistical comparisons and correlations were analyzed by using t-test for independent samples as well as Pearson product moment correlation, respectively. The results showed that the biology majors scored significantly higher than the non-biology majors did in ontological knowledge, epistemological knowledge, situational knowledge and the overall knowledge(p＜.001). However, there were no significant differences in the scores of reflective judgment between biology majors and non-biology majors (p＞.05). Besides, the biology majors scored significantly higher than the non-biology majors did in the overall argumentation scores. The students’ scores in ontological knowledge, situational knowledge and their overall knowledge were significantly correlated with their overall scores on argumentation (r= .21∼.27, p＜.05). Nevertheless, the students’ scores in recognizing stakeholders’ positions and reflective judgment ability were not significantly correlated with their overall scores on argumentation skills(p＞.05).