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研究生：	陳少燕 Chen, Shao- Yen
論文名稱：	新興科技課程的設計：開發高中生的基因技術課程模組 The Design of Emerging Technology Curriculum: Developing Modules for High School Students in Gene Technology
指導教授：	蔣鎮宇 Chiang, Tzen-Yuh
學位類別：	博士 Doctor
系所名稱：	生物科學與科技學院 - 生命科學系 Department of Life Sciences
論文出版年：	2016
畢業學年度：	104
語文別：	英文
論文頁數：	123
中文關鍵詞：	基因工程、學生的態度、GE動物、農業生物科技、醫學生物科技
外文關鍵詞：	genetic engineering, students’ attitudes, GE animals, agricultural biotechnology, medical biotechnology
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現代生物科技是21世紀最重要的科學和技術革命之一，對整個社會帶來顯而易見的衝擊與影響。因此在高中生物科學教學現場中，發展合適的生物科技課程愈顯重要。本篇研究旨在探討台灣高中學生近二十年來，對生物科技態度及知識的變化。毫無疑問的，現在的學生比起18年前的學生，在生物科技的知識方面，有顯著的增加（P <0.001），大部分學生已經學到了關於生物科技的定義和一些例子。此外研究顯示，當今有選讀選修生物課程 (Advanced Biology；AB)的學生在生物科技的知識與態度之間有正相關性；相反的，沒有選讀選修生物的學生(非第三類組)在知識與態度間反而呈負相關。
在學生的態度方面研究結果顯示：現今的學生不管有沒有選讀選修生物，相較於過去的學生，對於農業生物科技的應用面向均表達顯著較負面的意見(P <0.001)。然而對於醫學生物科技方面的意見，不同時代的學生則無顯著差異。此外現今的學生對環境風險的議題相較過去的學生表達較大的關注（P <0.001）。有趣的是，高中選修生物課程顯著影響學生對植物生物科技的態度，但在動物生物科技的態度上則無顯著差異。本研究進一步發展了一套新興技術課程模組，邀請將近200個高中生參與這個活動，在前後測知識與態度比較中，發現臺灣學生對動物生物科技的態度固執不改變，是源自於知識上的不足，而非道德信仰。
這一套新興技術課程模組:“一個精心設計的生物技術課程和DNA技術實驗”是邀請大學教授和高中老師一起設計的課程模組為大班級高中生設計的課程。本研究除了為大班級設計的課程外，也發展了一些小團體(2-3 人一組)的科學研究- 探究式學習引導學生理解基因科技，在訪談中可知學生們不但學到很多關於分子生物學、基因體學、生物資訊。更可貴的是學生的興趣和自信心都提升了。
根據一連串的研究結果，建議在高中課程上應包括更多新興動物生物科技的教材，並建議高中老師與大學教授共同建立一個合作的教學平台，提供學生更多學習新穎生物科技的機會。

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 favourable 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.
Followed by my design of emerging technology curriculum: the example of our ‟ a well-designed biotechnology curriculum and DNA technology experiment” for the whole class activity. Following will present some example of the Case study: “Inquiry-Based Laboratory Projects for High School Students toward learning gene technologies” for small group study.
Based on 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.

Declaration	I
中文摘要	II
Abstract	IV
Acknowledgments	VI
Contents	VII
Tables	XII
Figures	XIV
Chapter One: Introduction	1
1 The importance of modern biotechnology and genomics	1
2 The importance of modern biotechnology education	2
3 An introduction of this thesis	4
Chapter Two: Literature Review	5
1 introduction	5
2 Inquiry-Based Learning	5
3 Ancient, Classical and Modern Biotechnology	7
4 The impact of genomics on biotechnology	9
5 Attitudes and knowledge towards modern biotechnology	10
6 Taiwanese and the UK Students ‘Knowledge and Attitudes regarding Biotechnology	12
7 The educational policy in Taiwan	14
Chapter Three: Research Design	18
1 Introduction	18
2 Significance of the Study	19
3 The aim of the research	22
4 Questionnaire design	23
4.1 Structure of the questionnaire	23
5 Samples	25
6 Students’ Knowledge of, and Attitudes towards Biotechnology revisited, 1995- 2014	26
7 Research methods and data analysis techniques	26
8 The curriculum with hands-on laboratory activities	27
9 The appropriate biology curriculum for high school students is proposed	27
Chapter Four: The Results of Questionnaires	29
1 Introduction	29
2 Students’ knowledge	29
3 Correlation between knowledge about and attitudes toward among Taiwan high school	35
4 High school students’ attitudes	38
4.1 Students’ attitudes 1: Students today have become less favorable toward Agricultural biotechnology	38
4.2 Students’ attitudes 2: Students today and 18 years ago did not significant differ in opinions about medical biotechnology	41
4.3 Students’ attitudes 3: Current students showed a greater concern for risk of biotechnology than former students	42
4.4 Students’ attitudes 4: The high school curriculum (Advanced Biology) affect students’ attitudes about GE plants but not GE animals.	42
Chapter five: Biology textbooks in the past and the present	46
1 The educational policy in Taiwan has changed greatly.	46
2 The new curriculum text books talk a lot about Genetic Engineering and its application in medicine and agriculture.	48
3 The curriculum is extensive and allows for a knowledge base but the students still do not cover the subject in any depth	49
Chapter Six: Case study: Inquiry-Based Laboratory Projects for High School Students toward learning gene technologies	50
1 Introduction	50
2 Students learn about biological science in cellar and molecular level	50
3 Appendix 2:‟ A well-designed biotechnology curriculum and DNA technology experiment”	51
3.1 A pilot study will be conducted	51
3.2 Measure students’ attitudes towards transgenic animals as well as plant.	51
3.3 Analyzing the Results. Pre-Test and Post-Test Comparisons.	51
3.4 Evaluate the curriculum: Can the revised modules and practical hands on experiments improve students’ knowledge and change their attitudes?	53
4 Developing modules for high school students in genomics and expand on practical hands on experiments	53
4.1 The examples of Inquiring-base learning for High School Students	55
5 Interviewing three high school students after Inquiring-base laboratory learning	56
5.1 Students learn a lot about molecular biology and genomics	56
5.2 Students obtain a lot of information from bioinformatics	58
5.3 Students have more confidence	58
5.4 Students enjoyed in the genomics experiment	59
5.5 The genomic level analysis was the most difficult	60
Chapter Seven: Discussing the findings, Educational Implications and further research	62
1 Discussing the findings	62
2 Advanced Biology affected students’ attitudes toward GE plants but not GE animals.	64
3 Description of future research plans	66
4 Background	66
5 New Challenges for Biology Education:	67
6 We need to rethink the Curriculum	68
7 Student- Cantered Biology Education	69
References	71
Curriculum Vitae (自述)	81
Appendix	83
Appendix 1: Comparison of the Biology Curriculum in the past and the present	83
Appendix 2:‟ A well-designed biotechnology curriculum and DNA technology experiment”	85
Appendix 3: Example 1: Students study De-etiolation process	100
Appendix 4: Example 2: Alleviation of allelochemical juglone-induced phytotoxicity in tobacco plants by proline	113
                                    

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