國中生物科技倫理之研究 ——以基因改造食品為例

Abstract

本研究利用問卷調查法，探討國中七年級學生個人背景變項與其對基因改造食品態度上之關係。並設計「基因改造食品倫理議題教材」教學活動，以準實驗研究法，探討實驗組與對照組在進行「九年一貫課程綱要版本-生物技術」教學後，學生對基因改造食品認知和態度是否具有差異。 研究結果發現：（一）實驗組與對照組學生在教學前對基因改造食品的認知沒有顯著差異；進行教學後，實驗組學生對基因改造食品的認知程度高於對照組學生，達顯著差異，且此認知變化在延宕測驗具穩定性；（二）學生性別、父母職業、喜愛學科與基因改造食品相關訊息主要來源在基因改造食品態度上無顯著差異；（三）實驗組學生在教學後，對基因改造食品的態度趨於正向，且達顯著差異，顯示學生較不擔心基因改造食品的風險、較願意購買基因改造食品、較支持政府開放基因改造食品的進口與買賣；（四）對照組學生在教學後，對基因改造食品的態度不具穩定性；（五）實驗組與對照組學生對基因改造食品的認知程度與態度改變無顯著相關；（六）實驗組學生進行教學後，能主動收集基因改造食品相關資料，並願意和他人討論基因改造食品之議題。 本研究結果可以作為設計補充教材之參考依據，並建議在國中七年級下學期進行生物科技倫理議題教材之教學，提高學生對此類生物科技的認知及參與討論的能力與意願。未來可以利用質性研究的方式進一步探討學生對基因改造食品的態度形成過程與潛在的影響因素。

The questionnaire method was used in this study. The object of this study were to explore the seventh graders’ attitude toward GMFs, and then to understand the relationship between their ethnographic characteristics and their attitude toward the GMFs. The experimental group accepted a designed learning program which was designed based on the ethical issues of biotechnology, while the comparison group accepted the common learning material. With a quasi-experimental design, the study attempted to find out if there were differences of their cognition and attitude toward GMFs between the two groups. The results of the study showed: 1. Before the instruction, there’s no significant difference in cognition of GMFs between the two groups. But after instructions, the students in the experimental group had more cognition in GMFs than those in the comparison group. The change of the cognition was also stable in the procrastinating test. 2. According the T-Test and one-way ANOVA on students’ attitude toward GMFs, there were no significant difference in both gender, parent’s profession, favorite courses and major source of GMFs’ information. 3. After the instruction with the designed bioethical courses, the students in the experimental group significantly held more positive attitude toward GMFs. It showed that students in experimental group had less concerns for risks of GMFs, they were also more positive willing to buy GMFs, and were more supportive to open the import and the purchase of GMFs. 4. After the instruction, it showed that the students in the comparison group didn’t have stable attitude toward GMFs. 5. There was no significant relationship between the change of their attitudes and their cognition in GMFs in both groups. 6. After the instruction, the behavior of the students in the experimental group changed to more activity to collect related materials and discuss related issues with others about GMFs. The researcher would like to provide this study as a reference for developing supplementary materials in teaching GMFs. The researcher also suggested that supplementary materials about ethic issues of biotechnology should be designed for students in the second semester of seventh grade toenhance their cognition, their ability, and their will to discuss the ethic issues of biotechnology. It was suggested that in the further studies to explore the forming process of students’ attitude toward GMFs and explore the potential factors with the qualitative approach.