Biotechnology, which includes genetic modification (GM), is often considered as a controversial topic. An intervention study was set up - involving 575 sixth year secondary school students - to investigate the nature of students� acquisition of factual information about genetically modified organisms (GMOs) and how this is linked to how they cope with new factual scientific information and/or opinions. Before, during and after the intervention, students completed a questionnaire measuring their knowledge, perceived risks and benefits, attitudes towards and willingness to eat (WTE) GMOs. Acquiring novel scientific information increased students� scores related to perceived benefits, and attitude, while their scores on risk perception decreased. Hearing others� opinion on GMOs (combined pro- and anti-GM) had the opposite effect on related student scores. Further, the results suggest the order in which opinion and factual information are addressed in class does not affect students� attitude and WTE GMOs as long as both are considered. However, students� perception of risks and benefits differ depending on the order of the intervention phases. These results combined with the observed fluctuations in the studied variables during the intervention recommend both factual scientific information and the controversial GM debate are to be addressed in class � as early as possible - to develop clear and balanced scientific conceptions and a personal opinion.

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