Original Research: Food

Opinions of Life Sciences teachers on genetically modified foods

Johanna G. Ferreira
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 32, No 1 | a757 | DOI: https://doi.org/10.4102/satnt.v32i1.757 | © 2013 Johanna G. Ferreira | This work is licensed under CC Attribution 4.0
Submitted: 17 July 2013 | Published: 22 October 2013

About the author(s)

Johanna G. Ferreira, Department of Curriculum and Instructional Studies, University of South Africa, South Africa


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Abstract

The use of genetically modified crops, especially in countries where poverty is rife, is extremely controversial and can have social, economical and political implications. Life Sciences teachers can address this issue and provide learners and communities with balanced information. However, teaching should not only focus on supplying balanced information, but efforts should also be made to make learners, especially, aware of the nature and impact of genetically modified crops and the development of scientific ethics. The focus then shifts to empowering learners from a broad social background to make well-reasoned decisions through critical and reflective thought. Learners should, therefore, get the opportunity to develop scientific ethics in order to debate various controversial issues such as the use of genetically modified crops. Specific indicators that were identified during interviews with Life Sciences teachers are discussed in this article.

Keywords

geneties-gewysigde gewasse; wetenskaplike etiek; kontroversiële kwessies; voedselsekerheid

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