Biotechnology: An Assessment Of Agricultural Science Teachers' Knowledge And Attitudes

Abstract

The purpose of this study was to explore agricultural science teachers' knowledge levels and attitudes toward biotechnology topics. The average agricultural science teacher in this study was a 37-year-old male who had taught for 12 years. He had a bachelor's degree and had lived or worked on a farm or ranch. He had not attended biotechnology-related workshops or classes since he graduated from college. Agricultural science teachers in the current study had some knowledge of biotechnology. However, great variation existed between specific topics. Teachers were most knowledgeable about animal reproduction and least knowledgeable about electrophoresis and bioremediation. Significant relationships were found between teachers' selfperceived knowledge levels of specific biotechnology topics and the likelihood that the topic was taught in the classroom. Agricultural science teachers had favorable attitudes toward biotechnology. A low positive relationship existed between agricultural science teachers' knowledge and attitudes toward biotechnology. When comparing teachers based on experience (those with less than 15 years versus those with 15 or more years) results indicated no differences in knowledge and attitudes.

Attitudes of Lebanese Secondary School Students and Teachers towards Biotechnology and its Teaching

“…These results confirm those of other researches [10][11][12][13][14][15][16][17][18][19][20] carried out in the USA, Turkey, Slovenia and in several European countries concerning the attitudes of teachers or students. On the opposite, Kidman [12] showed that Australian teachers have a negative attitude towards the teaching of biotechnology, while their students have a positive attitude towards learning biotechnology and biotechnological applications.…”

“…The questionnaires were designed based on a variety of existing surveys of which items could be used for the purpose of the present study, including surveys on attitude towards science. The most important of these were the Eurobarometer [10], the BELBETS instruments of Kidman [12], the questionnaire of Mowen et al [15], and the CLES instrument (Constructivist Learning Environment Survey) [16].…”

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

“…For example, instruments used to asses students science attitudes has historically not distinguished between the affective, behavioural or cognitive components of the tripartite model, but rather on the affective or evaluative components (Koballa Jr & Glynn, 2007) There are several examples of studies on attitudes in BTER using specific unitary models or undefined basic attitude models (Casanoves, Gonzalez, Salvado, Haro, & Novo, 2015;S. Y. Chen, Chu, Lin, & Chiang, 2016;Dawson & Schibeci, 2003;Kidman, 2009;Mowen, Roberts, Wingenbach, & Harlin, 2007;Prokop, Lešková, Kubiatko, & Diran, 2007). This approach also holds true for studies in other related research areas such as attitudes towards modern biotechnology among the general public or among consumers (Costa-Font & Mossialos, 2006;Gaskell et al, 2004;Magnusson & Hursti, 2002).…”

Fen Bilgisi Öğretmenlerinin Biyoteknoloji ve Genetik Mühendisliği Bilgi Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi: Malatya İli Örneği

“…Literatürde bahsi geçen değişkenlerin öğretmenlerin ve/veya öğretmen adaylarının BGM tutumu ve farkındalığı üzerine etkisi ile ilgili çalışmalar bulunmaktadır. Tutum ve farkındalığın belirlendiği bazı çalışmalarda, BGM tutumu ve farkındalığının bu değişkenlere göre anlamlı fark gösterdiği tespit edilirken (Öcal, 2012;Prokop vd., 2007;Mohapatra vd., 2010;Simon, 2010), bazı çalışmalarda da biyoteknoloji bilgi seviyesinin bu değişkenlerden etkilenmediği gösterilmiştir (Özel, Erdoğan, Uşak ve Prokop, 2009;Çiçekçi, 2008;Balemen, 2009;Türkmen & Darçın, 2007;Uyanıker, 2008;Mowen, Roberts, Wingenbach, & Harlin, 2007).…”