Attitudes and Interests Towards Biotechnology: the Mismatch Between Students and Teachers

Abstract

Increasing the scientific literacy of Australians has become an educational priority in recent times. The 'Science State -Smart State' initiative of the Queensland Government involves an action plan for improving science education that includes a Science for Life action. A desired outcome is for an increased understanding of the natural world so that responsible decisions concerning our future wellbeing can be made in an age of science and technology. Biotechnology is a technology that is having profound impact on our lives. This paper describes how 15-16 year old students and biology teachers revealed a mismatch in both attitudes and interests towards biotechnology between the students and teachers. The findings are of interest as the teachers are writing biotechnology into their work programs in response to new syllabus documents. The teacher's areas of interest did not match those of the students, possibly resulting in a curriculum the teachers want to teach, but the students do not want to learn.

Alfabetització biotecnològica: molt més que una història de gens

“…El primer camp on s'ha començat a investigar és en les actituds vers la biotecnologia moderna i els interessos amb què parteixen tant estudiants com professors. Nombrosos estudis fets en diferents països s'han centrat a avaluar i analitzar les actituds dels alumnes i professors vers diferents aspectes de la biotecnologia, incloent-hi els coneixements previs, les pors, les creences i els temes ètics relacionats amb l'ús d'aquestes noves tecnologies (Klop i Severiens, 2007;Steele i Aubusson, 2004;Kidman, 2009;Lamanauskas i Makarskaité, 2008). Aquests estudis parteixen amb un objectiu comú: analitzar quins són els aspectes que s'han de considerar en els plans curriculars, a fi d'incorporar l'alfabetització científica al currículum de ciències.…”

“…També s'ha observat que els estudiants tenen actituds molt positives respecte a l' estudi de la biotecnologia, sempre que els temes tractats impliquin aspectes personals dels alumnes. Sorprenentment, s'ha observat que als professors els interessa menys que als alumnes l' ensenyament de la biotecnologia moderna (Steele i Aubusson, 2004;Kidman, 2009).…”

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

“…As such, biotechnology is seen as a crucial development for both scientific and economic progress [2][3][4], and it is also laden with professional opportunities [5]. Furthermore, biotechnology has impacted different fields of science; for example, in agriculture, it is now possible to genetically engineer certain plant species, and in the medical industry, technologies have been developed to identify individuals vulnerable to certain diseases.…”

“…This decision making is especially important in the USA, which is the origin of 63% of the world's genetically modified foods [10]. Kidman [3] also stated that biotechnology education is not supposed to produce students who are blindly receptive of biotechnology, but rather to equip them with current knowledge and with opportunities for them to form their own views of biotechnology and its implications based on modern understandings of biotechnology information.…”

“…Regardless of the location, however, these studies report that students have very limited knowledge of biotechnology and its related processes. Furthermore, the literature shows that very few studies have been done on teachers' understanding of biotechnology [3], and there is a complete absence of knowledge about American elementary education preservice teachers' understanding of biotechnology. This lack of understanding is particularly problematic as teachers have a significant role in increasing biotechnology literacy among students.…”