Elementary education preservice teachers' understanding of biotechnology and its related processes

Abstract

This study examined preservice teachers' understanding of biotechnology and its related processes. A sample comprised 88 elementary education preservice teachers at a large university in the Midwest of the USA. A total of 60 and 28 of the participants were enrolled in introductory and advanced science methods courses, respectively. Most participants had taken two integrated science courses at the college level. Data were collected using a questionnaire, which had open-ended items and which required participants to write the definitions and examples of the following terms: biotechnology, genetic engineering, cloning and genetically modified foods. The results indicate that preservice teachers had limited understanding of biotechnology and its related processes. The majority of the preservice teachers provided poor definitions, explanations, and examples of biotechnology, genetic engineering and genetically modified foods. Surprisingly, however, a moderate number of preservice teachers correctly defined cloning and provided correct examples of cloning. Implications for science teacher education, science curriculum, as well as recommendations for further research are discussed.

Community Action Projects

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Perception of Genetics by Using of Semantic Differential at High School Students: Preliminary Results

“…Chabalengula, Mumba & Chitiyo (2011) published research concerning people's attitudes towards biotechnological processes among American elementary education middle school teachers. Authors use questionnaires and surveys utilizing the Likert scale.…”

The Impact of Inquiry-based Virtual Labs on 11th Grade Lebanese Students' Achievement in a Biotechnology Unit

“…Biotechnology has the ability to transform various fields as it has many applications in industries such as medicine, health, environment and agriculture (Chabalengula et al, 2011).Progress in the field is simultaneously restricted by the ethical and social implications associated with it. This has necessitated that students be equipped with the necessary scientific literacy skills and knowledge of biotechnological methods in order to be responsible problem-solvers and decision-makers with regards to controversial issues in this field (Chabalengula et al, 2011). In fact, schools play a major role in shaping the mindsets of students and giving them insights into the advancements occurring within the domain of biotechnology (Steele& Aubussan, 2004).…”

“…There are multiple ways in which biotechnological methods can be used including, but not limited to, tissue culture, cloning, and genetic engineering (Chabalengula, Mumba & Chitiyo, 2011). Biotechnology has the ability to transform various fields as it has many applications in industries such as medicine, health, environment and agriculture (Chabalengula et al, 2011).Progress in the field is simultaneously restricted by the ethical and social implications associated with it.…”

“…There are multiple ways in which biotechnological methods can be used including, but not limited to, tissue culture, cloning, and genetic engineering (Chabalengula, Mumba & Chitiyo, 2011). Biotechnology has the ability to transform various fields as it has many applications in industries such as medicine, health, environment and agriculture (Chabalengula et al, 2011).Progress in the field is simultaneously restricted by the ethical and social implications associated with it. This has necessitated that students be equipped with the necessary scientific literacy skills and knowledge of biotechnological methods in order to be responsible problem-solvers and decision-makers with regards to controversial issues in this field (Chabalengula et al, 2011).…”