Improving Genetic Engineering Secondary Education Through a Classroom-Ready Online Resource

Troupe, Grace; Peterson, Ashley; Golick, Doug; Turnbull, Stacie M.; Lee, Don

doi:10.1080/10496505.2017.1353915

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Surveyed teachers of biotechnology courses suggested “a package of materials available for immediate use in class” and “simple, concise resources for me to learn about biotechnology” would help teachers instructing on this novel topic (Leslie & Schibeci, 2006). Instruction on genetic engineering was also improved when teachers were provided an online resource requiring little adaptation (Troupe et al., 2018). It is possible supplying both extension presentation materials and curricular modules lowered the barriers to entry and explained the reported use rates in the current study.…”

Section: Resultsmentioning

confidence: 99%

“…When biotechnology teachers from Australia were surveyed about teaching this topic, the top three challenges identified by all groups of teachers were “little or no personal knowledge of the content,” “little information is available at my school,” and “I don't know where to find suitable resources” (Leslie & Schibeci, 2006). Introducing individuals to educational materials regarding biotechnology, genetic engineering, and organic food production methods have successfully helped change perception of these issues (Ellison, Bernard, Paukett, & Toensmeyer, 2015; Lusk et al., 2004; Troupe, Peterson, Golick, Turnbull, & Lee, 2018). Educating teachers on career opportunities in agriculture and providing them with training opportunities and curricular modules may facilitate adoption into the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Professional development participation by teachers facilitated student exposure to agriculture

Lindsey

2020

Natural Sciences Education

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The use of modern technological advances to aid with agricultural production has led to many new career opportunities in the agricultural industry especially for those with strong science, technology, engineering, and math (STEM) training. However, limited exposure to agricultural content in middle and high school education may affect how many students enter the industry. Professional development sessions and post‐session surveys for teachers were designed to raise teacher awareness of careers in agriculture and current agricultural facts, quantify use of professional development materials in the classroom, and measure change in behavior of teachers and student perceptions in response to participation. Four professional development sessions were offered from 2017 to 2019 for teachers of grades 6–12. Sessions consisted of presentations, hands‐on activities, and reflection and discussion on topics related to technology in agriculture. Although direct knowledge of agricultural facts did not increase (P = .2), teacher comfort in teaching about technology in agriculture and career opportunities did increase both in the short term and long term (P < .02). Curriculum related to nitrogen cycling and soil properties were most widely used, and 90% of survey respondents reported positive changes in student perceptions of careers in agriculture. These results suggest the professional development sessions were effective at enabling teachers to teach on these subjects, and student perceptions were positively impacted from teachers participating in the sessions.

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Section: Resultsmentioning

confidence: 99%