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Volatile-mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry-based laboratory module named "Microbial Talk", which related to microbial volatile-mediated communication, including the process of design, implementation, and assessment. First-year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the "Microbial Talk" and the students' experimental design ability. Assessment of the module showed that students gained self-efficacy in executing experiments and interpreting data. In conclusion, this module is cost-effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills.

Modern biotechnology is one of the most important scientific and technological revolutions in the 21st century, with an increasing and measurable impact on society. Development of biotechnology curriculum has become important to high school bioscience classrooms. This study has monitored high school students in Taiwan on their knowledge of and attitudes towards biotechnology for nearly two decades. Not surprisingly, knowledge of biotechnology of current students has increased significantly (p < 0.001) and most students have learned some definitions and examples of biotechnology. There was a positive correlation between biotechnology knowledge and attitudes toward biotechnology for current students who study Advanced Biology (AB). However, for current students who did not study AB, there was a negative correlation.The attitude results showed that students today expressed less favorable opinions toward agricultural biotechnology (p < 0.001) despite studying AB or not. However, there is no significant difference between students today and 18 years ago in opinions towards medical biotechnology. In addition, current students showed a greater concern involving environmental risks than former students. Interestingly, the high school curriculum did affect students' attitudes toward genetically engineered (GE) plants but not GE animals. Our current study also found that the students' attitude towards GE animals was influenced more by their limited knowledge than by their moral belief. On the basis of findings from this study, we suggest that more materials of emerging animal biotechnology should be included in high school curriculum and recommend that high school teachers and university faculty establish a collaborative framework in the near future.

Investigates young peoples' knowledge and the culture influence using a cross-sectional approach. Involves n=586 pupils from 11 different countries and analyzes resultant drawings using a seven point scale where the criterion was anatomical accuracy. (Contains 24 references.) (Author/YDS)

Volatile‐mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry‐based laboratory module named "Microbial Talk", which related to microbial volatile‐mediated communication, including the process of design, implementation, and assessment. First‐year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the "Microbial Talk" and the students' experimental design ability. Assessment of the module showed that students gained self‐efficacy in executing experiments and interpreting data. In conclusion, this module is cost‐effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills. [ABSTRACT FROM AUTHOR]

This study investigates the knowledge and attitudes of post-16 UK and Taiwanese students (aged 17-18) with regard to biotechnology. Questionnaires and focus group discussions were used to explore students' knowledge and attitudes. The results indicated limited understanding of biotechnology: in both countries 50 per cent of pupils were able to give examples of biotechnology, and about 60 per cent were able to give examples of genetic engineering. In general students were in favour of genetic engineering applied to plants, but not to animals; they did not approve of animal gene transfers into plants. Attitudes towards manipulation of organisms depended upon the purpose; manipulation of organisms for disease resistance was judged more positively than for enhanced growth. The implications of these results, for the development of biotechnology teaching in secondary school science education, are discussed. A key finding is the positive influence of the UK science curriculum content on students' attitudes to biotechnology. [ABSTRACT FROM AUTHOR]