<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Comparison of French and Estonian students' conceptions in genetic determinism of human behaviours</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Biological EducationJournal of Biological Education</style></secondary-title><short-title><style face="normal" font="default" size="100%">Comparison of French and Estonian students' conceptions in genetic determinism of human behaviours</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Mar</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">47</style></volume><pages><style face="normal" font="default" size="100%">12-20</style></pages><isbn><style face="normal" font="default" size="100%">0021-9266</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">Innatism is the belief that most of the human personality can be determined by genes. This ideology is dangerous, especially when it claims to be scientific. The present study investigates conceptions of 1060 students from Estonia and France related to genetic determinism of some human behaviours. Factors taken into account included students' religion, gender, parents' education level and the school curriculum. The data analysis used 2 for single comparisons but also multivariate analyses as between-class analysis and the Monte Carlo test to differentiate samples. The difference in the answers from students of the two countries is strongly significant, Estonian students' answers being more innatist and linked with more intolerant attitudes than French ones, although in both cases the majority is tolerant. For each country, very few factors differentiate students: only gender in France for the question on sexism and schools in Estonia. These findings show how sociocultural context is important for questions containing values interacting with scientific knowledge. The interpretation of the results infers significantly different trends among Estonian and French students' conceptions about the determinism of human behaviours and performances.</style></abstract><work-type><style face="normal" font="default" size="100%">Article</style></work-type><accession-num><style face="normal" font="default" size="100%">WOS:000315714800002</style></accession-num><notes><style face="normal" font="default" size="100%">ISI Document Delivery No.: 100QB Times Cited: 0 Cited Reference Count: 38 Castera, Jeremy Sarapuu, Tago Clement, Pierre ERMOS (Estonian Research Mobility Scheme); FP7 Marie Curie COFUND 'People' We particularly thank the teachers who gathered data in Estonia and in France and all the students who filled in the questionnaire. Special thanks also to Alain Abadie, Martine Choltus, Valerie Machon, and Andrea Slepcevic who actively helped us to gather the data. We are particularly grateful to all the other Biohead-Citizen participants for their methodological contributions. This work has been supported by ERMOS (Estonian Research Mobility Scheme) in conjunction with the FP7 Marie Curie COFUND 'People'. 0 Routledge journals, taylor &amp; francis ltd Abingdon</style></notes><auth-address><style face="normal" font="default" size="100%">[Castera, Jeremy Sarapuu, Tago] Univ Tartu, Sci Educ Ctr, EE-51010 Tartu, Estonia. [Castera, Jeremy Clement, Pierre] Univ Lyon 1, S2HEP, F-69622 Villeurbanne, France. Castera, J (reprint author), Univ Tartu, Sci Educ Ctr, Tahe 4-312, EE-51010 Tartu, Estonia. jeremycastera@gmail.com</style></auth-address><label><style face="normal" font="default" size="100%">ACL</style></label></record></records></xml>