This article has been written by Roger Delpech and Dean Madden, and is published as part of the third edition of 'Topics in Safety' (ISBN: 0 863 57316 9), by the Association for Science Education. Please note that these guidelines apply within the UK only, and that education authorities and school governing bodies may impose additional regulations.

Work with DNA is central to much current research in the biological sciences and to developments in modern biotechnology. There is growing public awareness of DNA technologies, their current and potential applications and the wider issues that they engender.

The science upon which these technologies are founded, and the wider concerns associated with them, feature in nearly every UK course specification in biology or science. Surveys have repeatedly shown support for the inclusion of modern DNA technology in the science curriculum from both parents and pupils alike [1, 2].

Despite the incorporation of the basic concepts of genetic modification into both the National Curriculum of England and Wales [3] and more widely for well over a decade, pupils' understanding of modern genetics generally remains poor [4, 5]. The controversy surrounding DNA technology often centres on disagreement about its potential consequences, which demands an understanding of the relevant sciences [6].

Thus Lewis et al [7] found that while students of school age were able to discuss issues arising from the use of DNA technology, their misunderstandings of the underlying science made it difficult for them to come to well-reasoned and informed opinions. More recent research by Hill et al [8] has hinted that students may respond negatively to teaching about genetic modification if its implications are not considered alongside the science.

Clearly, given its potential impact, there is a need for better all-round education about DNA technology. The role of practical work in developing students' understanding is complex and poorly-understood. It is nevertheless accepted as an essential feature of school-based science education in most developed countries and has been strongly advocated by educationalists for over a century in the UK, and for longer elsewhere.

In the UK both Science and Plants for Schools (SAPS) and the National Centre for Biotechnology Education (NCBE) have been active in promoting practical biotechnology in schools [9, 10, 11, 12]. However, practical work involving DNA has been slow to catch on in UK schools compared with several other northern European countries and the USA [13, 14, 15]. There are numerous reasons for this, a key one being uncertainty over safety. This has not been helped by ambiguous and inconsistent advice from school safety publications [16, 17].

Here we shall attempt to put the record straight, but readers should be aware that policy in this area is developing and if they have any doubts, readers should consult one of the recognised school safety organisations.

Copyright © National Centre for Biotechnology Education, 2006 | www.ncbe.reading.ac.uk