ROLE OF EDUCATION IN IDENTIFYING ENVIRONMENTAL
OPPORTUNITIES AND THREATS OF BIOTECHNOLOGY (GMO, LMO)
(CASE STUDY: STUDENTS IN ENVIRONMENT)
Seyedeh Maryam Mashalchi1, Ali Reza Ahmadi2*
1
Department of Environment Management and Education Planning: Environmental
Educaion, Faculty of Environment and Energy, Science and Research Branch, Islamic Azad
University, Tehran, Iran.
2
Woman Research Centre, Department of Biomedical Sciences, Alzahra University, Tehran,
Iran.
Abstract
Emergence of new sciences and their development and impact on environment cannot
be denied. Biotechnology and technology of production of genetically modified
products and specifically GMO and LMO is one of these sciences which have
interaction and overlap with environmental issues in different parts. Such overlap and
interaction have caused worry among supporters of the environment and sometimes
there have been biases in this regards leading to confuse and sometimes losing
opportunities for utilization of this science. The reason for worries is somehow lack of
appropriate education in this regards to the students and supporters of the
environment. Current research was conducted as field study using questionnaire and
investigated role of education in identifying environmental opportunities and threats
of biotechnology among students of biotechnology in some universities of Tehran.
Statistical population was considered as 1000 and sample size was considered as 278.
Data obtained from the sample were classified according to the age and educational
level. Also, 70 people were considered as case group which included students of
bioscience in Tehran universities. Following collection and analysis of data, results of
pair-wise t test showed there is significant relationship between education and
knowledge of people. Also, results showed there is significant relationship between
age and education and educational level and education. Finally it was specified that
with education, knowledge of people toward identifying environmental opportunities
and threats of biotechnology is increased. In addition, it is increased also with
increasing age and educational level and it is in line with case group. Findings show
face-to-face education has higher impact on increasing knowledge compared to online
education.
Keywords: environmental education, education, environmental opportunities of
biotechnology (GMO and LMO), environmental of threats of biotechnology (GMO
and LMO), knowledge.
Introduction
The term biotechnology was firstly applied by Karl Earky in 1919 in the meaning of
application of bioscience and its interaction in man-made technologies. Overall, any
smart action of human in creation, improvement and supply of various products using
creatures, especially through manipulation at molecular level is considered in the
scope of technology of current century (Tabandeh, 2006). Considering rapid progress
of biotechnology science, some worries have been developed because of adverse
impacts of products of this science, because some institutes and supporters of
environment oppose to this science because of its harm to the environment and they
view some benefits and characteristics of biotechnology as myth and believe that
reality is something else (Claire, 2011; Antoniu, 2012). Given rapid growth of the
world population and increased demand for food and health, undoubtedly in future
years it would lead to social, political, and economic threats and environmental
sustainability would be threatened (Salehi Jouzani et al., 2010). Some scholars and
academic communities argue that GMO or transgenic 0or manipulated crops can save
many people of the world from hunger caused by famine and drought and solve many
problems resulting from population growth. They consider biotechnology as powerful
tool for sustainable development which can help developing and developed countries.
Considering history of biotechnology evolution it is found that the human used this
science since 600 years before Christ birth in Egypt and utilized microbial process for
protection of his interests in the era of biotechnology era and he used its products
unconsciously and this wave of development cannot be easily stopped (Balali et al.,
2009). Significance of this study is due to special attention to biotechnology in Iran
and many other countries, as Environmental Protection Agency believes protection of
biodiversity elements is necessary for achievement of sustainable development and
such protection depends on preservation of gene for future generations and transfer of
maximum biodiversity to them (Mirderikvand et al., 2010). Genetics engineering is
mentions such cases as increase in grain production, reforming food quality, use of
transgenic plants (Salehi Jouzani et al., 2010), and biological fertilizers and energy
and environment management using GM crops (Brown, 2007), as benefits of
biotechnology. Importance and high ability of genetic engineering and biotechnology
is elimination of limitations in developing new features and quality and quantity of
food, pharmaceutical, agricultural, medical products have caused that this technology
quickly gains special status in production cycle of many countries including USA,
Canada, India and Iran. current research attempts to investigate role of education in
identifying environmental opportunities and threats in groups which are trained, and
the results are compared with results of trained group so that significance and impact
of education on decision making by these people in this field and need for such
education is specified.
Theoretical Foundation
Education in Moeen Dictionary means learning and teaching (Moeen Dictionary,
2009), and in more academic terms, according to Bloom it means realization of
learning in knowledge process, insight, understanding, perception, application, skill,
analysis and purposeful participation so that education process is designed accordingly
(Lahijanian, 2011). Education and informing is important because it refers to health of
the society and human beings. But people should not be intimidated during education.
Giving wrong and undue and excessive information creates feat in people. Informing
should be in the direction this people are informed and aware of advantages and
disadvantages of cases and education (Nohadani Marzi, 2011). Environment is made
of two terms: environment and living. Environment means surrounding and it is a
segment enclosing the space (Moeen Dictionairy, 2009) and living means life.
Environment means a collection of external physical factors and living creatures
which interact each other. Environmental education seeks for nurturing citizens which
are aware of biophysical environment and its respective issues and can help in solving
them and are eager to work for implementing the solutions (Azimi et al., 2012).
Overall, protection of environment is necessary for achieving goals of sustainable
development. Various studies have been done regarding protection of environment
and paying attention to education and educational promotion for encouraging people
to protect the environment at any form is very important (Rafiee and Amirnejad,
2009). Environmental education structure is composed of formal education, informal
education and implicit education. On the other hand, biotechnology includes the
technology of using living creatures with peaceful and humanitarian purposes for
human welfare and environmental protection. Agricultural biotechnology is the
science which provides purposeful production of plants and animals with optimal
attributes for the human through techniques of Recombinant DNA and special
biotechnological products. This science has considerably increased agricultural
products in recent years. Application of biotechnology in the industry, which leads to
production of various products at low cost and less energy, less waste and less harmful
effects on the environment, have caused that this technology is famous as the cleanest
and most profitable sectors of the industry. Production of products which was not
possible already or their production was very difficult now is possible using
biotechnology. Biotechnology education means explanation of concepts about
biotechnology including history, general techniques in biotechnology, definition of
terms of environmental issues, global figures for progress of this science, applications,
and its environmental advantages and disadvantages for people under education which
is done in two ways: face-to-face education or holding seminars, general workshops,
lectures and online education through email. Educational materials are prepared from
academic sources and the presentation is done as Power Point. In face-to-face
education, an environmental specialist and a specialist in biotechnology offer the
education. GMO and LMO are discussed in this research because they are main
biotechnological products and they are actually genetically modified products.
Review of Literature
Some domestic and foreign research works in this regards include as follows:
Gavrilescu in his paper entitled Environmental Biotechnology, Achievements,
Opportunities and Challenges mentioned four keys of environmental biotechnology
entry to environment in terms of pollution as pollution control, waste management,
pollution prevention and removal of production pollution and interference in the
industrial process (Gavrilescu, 2010). Hoseini viewed role of education at different
levels of society as important and priority and these educations may have positive
impacts on environmental behaviors of citizens at society level, and considering
importance of citizen role, it can be considered as a social subject in line with
improvement of worrying situation of environment. Shirani stated that urban
environmental educations influence behavior and value making of students. Factors
such as educational level and income of individuals influence education. The study by
Rafiee on 400 people of Mazandaran province using contingent valuation method and
function Logit Regression showed although functions like educational level and
income level influence this increase, paying attention to education and educational
promotion for encouraging people to protect the environment is very important
(Rafiee and Amirnejad, 2009). In the study on six groups from three cities, gender and
education and age of people was consider and it was found most of subjects do not
pay attention to the production way, though they care for the price and features of
food products. Also, it was stated there is close relationship between low awareness
level and understanding materials related to GM foods. In this research, variables of
gender, age, and education were considered in investigation of attention of individuals
to biotechnology (Theis et al., 2002; Claire, 2011). In the paper published by Dawson,
findings showed perception of students was increased following completion of a
biotechnology education course, but their attitude toward human use of genetic
technology stayed intact except their opinions.
Research Model and Hypotheses
Figure 1 indicates research conceptual model.
Independent variable
Biotechnology educational
Plan
Dependent variable
Knowledge
Fig 1. Research conceptual model
Considering conceptual model, research hypotheses are as follows:
1. H1a: Implementation of education program promotes knowledge of students
toward environmental opportunities and threats of biotechnology (GMO,
LMO)
2. H2a: Age of trained students influences improvement of students toward
environmental opportunities and threats of biotechnology (GMO, LMO)
3. H3a: Educational level of trained students influences improvement of students
toward environmental opportunities and threats of biotechnology (GMO,
LMO).
4. H40: There is no mean difference between education group of posttest and
control group in terms of knowledge toward environmental opportunities and
threats of biotechnology (GMO, LMO).
5. H5a: Type of education (face-to-face and online) in trained students influences
improvement of students toward environmental opportunities and threats of
biotechnology (GMO, LMO).
Nature, Method and Variables of Research
Current research is fundamental research and semi-experimental in terms of purpose.
Since provided educations would increase knowledge of subjects in case of
effectiveness. It is an applied research due to nature of its purpose and investigation of
education effectiveness role and use of education as a method for solving
environmental and biotechnological issues. In this research, for investigation of
education role and its impact on knowledge and attitude of individuals and thus its
impact on ability to identify and diagnose environmental opportunities and threats of
biotechnology, knowledge and attitude of individuals before and after education
would be evaluated. To this end, firstly pretest is done and then education is provided
and posttest is done. Also, for judgment about posttest results and education results,
the obtained results are compared to control group. In the current research,
considering that relationship between education and knowledge and attitude is
identified and described, it is descriptive in terms of data collection method. Given
that effect of a phenomenon is investigated in two statuses, before and after education,
effect of education is studied through investigation of difference before and after
education. Due to presence of control group, it is an action research. In this research,
dependent variable of knowledge is measured in the research model. Biotechnological
plan is considered as independent variable.
Data Collection Methods
Library studies and referring to documents and field study were used for data
collection in this research. The questionnaire was also used. The questionnaire was
prepared considering educational concepts and was written with approval of advisor.
Firstly the questionnaire was prepared and secondary questionnaire was written and
distributed among statistical sample following approval of advisor and other experts.
Pretest and posttest questionnaires were used in this research. Pretest questionnaire
items were given in individual and general items and specialized items. Posttest
questionnaire was given in two parts including individual items and specialized items
with 10 knowledge items and 29 attitude items with five-point Likert scale. Following
designing initial questionnaire, validity and reliability of questionnaire was
determined as follows: content reliability of this questionnaire was confirmed by
informed and expert people, and it has acceptable reliability. Cronbach's alpha method
was used for determining reliability. Cronbach's alpha was measured as 0.890 for total
items and values were obtained for each of criteria. These values indicate that the
questionnaire has acceptable reliability or in other words, it is reliable.
Statistical Population, Sample and Sampling Method
Statistical population in this research includes all students of environment and
bioscience (n = 1000). In order to provide data needed in this research easily, nonprobability sampling simple method was used. Simple sampling method is a kind of
sapling which uses individuals and units in the sample under study which are
accessible for ease of work. In this research, Morgan table was used for estimation of
sample size. Considering Morgan table for population of 1000, selective sample size
was 278.
Data Analysis Method
In this research, descriptive statistics and inferential statistics were used for analysis of
data obtained from samples. In fact, firstly research variables were tested using
descriptive statistical methods. In this research, descriptive statistics are used for
determining mean and SD of indexes. Statistical methods for data analysis are
described in the following.
Research Demographics
Investigation of demographic characteristics of sample showed 119 (43%) participants
received face-to-face education and 159 (57%) received online education.
Investigation of the sample demographics in terms of educational level revealed that
120 participants (43%) had Ba degree, 124 ones (45%) had MA degree, and 35 ones
(12%) had PhD degree. Investigation of demographic features in terms of age showed
29 percent of participants had below 25 years and 11 percent were above 45 years old,
35 percent were between 25 – 35 years, and 25 percent were between 35 – 45 years.
Descriptive Statistics of Research Hypotheses
In this section, descriptive statistics techniques such as frequency tables and statistical
diagrams are used for data analysis and investigation of statistical sample distribution
in terms of research hypotheses. Following diagrams were designed according to
answers of respondents in five-point Likert scale from totally disagrees to totally
agree. It should be noted that type of answer of respondents was as follows. Variable
of students’ knowledge towards environmental opportunities and threats of
biotechnology (GMO, LMO) was made of sum of means of Items 1- 10. Variable of
students’ attitude toward environmental opportunities and threats of biotechnology
(GMO, LMO) was considered from sum of Items 11 – 39. Report of this mean is
evident in following diagrams. Since mean of answers for two variables is obtained as
decimal, it is observed that scale level is not exactly between 1 to 4 points of Likert in
the following diagrams. SPSS software introduces the points where mean of values
are more accumulated and shows percentage of respondents.
70.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Percent of answers to items of
questionnaire
60.00%
61.00%
24.00%
8.00%
4%
2.00%
3.3
3.6
3.9
4.2
4.5
Frequency of options based on Likert scale with change from SPSS
Fig 2. Knowledge level of students toward environmental opportunities and threats of
biotechnology
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
and threats of biotechnology (GMO,
LMO)
45.00%
48.00%
Percent of answers to items of questionnaire
regarding environmental opportunities
50.00%
26.00%
14%
10.00%
2.00%
4.6
4.7
4.8
4.9
5
Frequency of options based on Likert scale with change from SPSS
Fig 3. Knowledge level of students toward environmental opportunities and threats of
biotechnology after education
Pairwise Mean Test (Pairwise)
Pairwise comparison test or dependent samples is based on t distribution of a nonparametric test in which mean of the population in two situations is investigated. In
order to achieve research goal, five hypotheses were considered which are provided as
follows.
Hypothesis 1
In this test, if p=value < α = 0.05, equality of means is rejected and the hypothesis is
rejected and assumption of presence of difference is accepted.
Table 1: pairwise t test for investigating equality of mean of students’ knowledge
toward environmental opportunities and threats of biotechnology (GMO, LMO)
before and after education
Title
Group
No
Mean
students’
knowledge
toward
environmental
opportunities
and threats of
biotechnology
(GMO, LMO)
before
and
after education
Before
education
278
3.63
After
education
278
4.06
Degree of Mean
Freedom
Increase
267
0.43
P-Value
0.00
Considering Table 1 and results of test, it is observed since p-value = 0.00, thus
assumption of equality of means in two stages is rejected. That is, collected data
before and after education have different means and mean difference is 0.43. It is a
positive value which denotes data have mean increase in the stage after education.
That is, mean environmental knowledge of students towards environmental
opportunities and threats of biotechnology (GMO, LMO) after education is better and
higher than mean of students before education.
Hypothesis 2
In this test, if p=value < α = 0.05, equality of means is rejected and the hypothesis is
rejected and assumption of presence of difference is accepted.
Table 2: pairwise t test for investigating equality of mean of trained students’ age in
knowledge improvement toward environmental opportunities and threats of
biotechnology (GMO, LMO) before and after education
Title
Group
trained
Before
students’ age in education
knowledge
improvement
toward
environmental
opportunities
and threats of
biotechnology
(GMO, LMO)
before
and
after education
After
education
Below
25
No
Mean
278
3.61
Degree of Mean
Freedom
Increase
276
Below 25
25
35
–
3.63
0.45
25 – 35
35
45
–
3.66
0.44
35-45
Above
45
Below 278
25
25 –
35
35 –
45
Above
45
3.61
0.38
Above 45
4.06
0.46
P-Value
0.00
4.07
4.04
4.07
Considering Table 2 and results of test, it is observed since p-value = 0.00, thus
assumption of equality of means in two stages is rejected. That is, collected data
before and after education have different means. It is a positive value which denotes
data have mean increase in the stage after education. That is, with increasing age of
trained students, trend of students’ knowledge improvement towards environmental
opportunities and threats of biotechnology (GMO, LMO) was better after education
compared to before education. It firstly showed reduction and then it was increased.
Hypothesis 3
In this test, if p=value < α = 0.05, equality of means is rejected and the hypothesis is
rejected and assumption of presence of difference is accepted.
Table 3: pairwise t test for investigating equality of mean of trained students’
educational level in knowledge improvement toward environmental opportunities and
threats of biotechnology (GMO, LMO) before and after education
Title
Group
trained
students’
educational
level
in
knowledge
improvement
toward
environmental
opportunities
and threats of
biotechnology
(GMO, LMO)
before
and
after education
Before
education
After
education
educational
level
BA
No
Mean
278
3.64
Degree of Mean
Freedom
Increase
BA
BA
MA
3.64
139
0.43
PhD
3.58
MA
MA
168
0.41
PhD
PhD
41
0.47
BA
278
P-Value
0.00
0.00
4.07
MA
4.05
PhD
4.06
0.00
Considering Table 3 and results of test, it is observed since p-value = 0.00, thus
assumption of equality of means in two stages is rejected. That is, collected data
before and after education have different means. It is a positive value which denotes
data have mean increase in the stage after education. That is, mean of educational
level in trained students was better after education in students’ knowledge
improvement towards environmental opportunities and threats of biotechnology
(GMO, LMO).
Hypothesis 4
In this test, if p=value < α = 0.05, equality of means is rejected and the hypothesis is
rejected and assumption of presence of difference is accepted.
Table 4: pairwise t test for investigating equality of mean of educational group in
posttest and control group in terms of knowledge and attitude toward environmental
opportunities and threats of biotechnology (GMO, LMO) before and after education
Title
Group
No
Mean
Degree of Mean
Freedom
Increase
P-Value
mean
of
educational
group in posttest
and
control
group in terms
of
knowledge
and
attitude
toward
environmental
opportunities
and threats of
biotechnology
(GMO, LMO)
before and after
education
Posttest
group data
Control
group
278
3.74
278
4.27
267
0.52
0.00
Considering above table and results of test, it is observed since p-value = 0.00, thus
assumption of equality of means in two stages is rejected. That is, collected data
before and after education have different means. It is a positive value which denotes
data have mean increase in the stage after education. That is, data of control group is
higher in terms of mean test compared to posttest group. Thus, mean of educational
level in trained students was less than mean of control group students.
Hypothesis 5
In this test, if p=value < α = 0.05, equality of means is rejected and the hypothesis is
rejected and assumption of presence of difference is accepted.
Table 5: pairwise t test for investigating equality of mean of educational group in
posttest and pretest among face-to-face students and online students in terms of
knowledge and attitude toward environmental opportunities and threats of
biotechnology (GMO, LMO)
Title
Education
Type
Type
of Face-toeducation
of face
trained students
in
improvement
of knowledge
toward
environmental
Online
opportunities
and threats of
biotechnology
(GMO, LMO)
before
and
after education
Group
No
Mean
Before
education
278
3.25
After
education
Before
education
After
education
Degree of Mean
freedom
Increase
276
0.49
P-Value
0.00
3.75
278
3.29
0.46
3.75
Considering Table 5 and results of test, it is observed since p-value = 0.00, thus
assumption of equality of means in two stages is rejected. That is, collected data
before and after education have different means. It is a positive value which denotes
data in online group have lower mean increase compared to face-to-face group.
Conclusion
Considering statistical results and investigation of research hypotheses and research
data analysis, in Hypothesis 1 it is assumed that with provision of education,
knowledge level of students toward environmental opportunities and threats of
biotechnology is increased. It is observed that mean scores of subjects in posttest is
increased compared to mean scores in pretest which suggests positive impact of
education on knowledge level of students. Thus, education can be considered as a
factor in increasing knowledge level related to environmental opportunities and threats
of biotechnology in students. Overall, it can be concluded that education is effective
on increasing ability to identify environmental opportunities and threats of
biotechnology among students and learners, since adopting decision and identifying
opportunities and threats require awareness. If the people are aware and informed,
they would be able to make decision. Investigation of results for data analysis and
result of pairwise comparison tests in second hypotheses showed that age is also
effective in increasing knowledge level resulting from education and knowledge level
of subjects was increased after education. In fact, with increasing age, the sensitivity
toward environmental issues and impact of biotechnology on environment is also
increased. Overall it is concluded educational level influences increasing knowledge
resulting from education in students toward impact of biotechnology on environment,
and this impact and diagnosis is increased by increasing educational level from BA to
MA and PhD. Considering results of investigation of second and third hypotheses it is
found that increasing age and educational level increases sensitivity toward
environmental issues and its challenges with new sciences. Investigation of results
related to mean of control group and posttest from case group indicates that mean of
control group has higher positive mean compared to mean of posttest group. However,
considering mean of posttest group has also positive growth and it is in line with mean
of control group, it can be conclude direction of education and educational content is
appropriate and provided education was suitable and effective. Investigation of third
hypotheses and results for comparison of face-to-face education and online education
show that face-to-face education is more effective and increasing knowledge level for
identifying environmental opportunities and threats of biotechnology is higher. Thus,
it can be concluded that face-to-face education can be more effective in increasing
education impact due to attracting attention of learners and responding possible
questions.
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