Development of biotechnology education in Turkey

Severcan, Feride; Ozan, Aysegul; Haris, Parvez I.

doi:10.1016/s0307-4412(99)00116-8

Cited by 8 publications

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“…Modern biotechnology has been, from the turn of the century, an integrated part of upper secondary science curricula in many countries around the world such as England, New Zealand, Canada, Turkey, and the United States (France, 2007;Severcan, Ozan, & Haris, 2000;Zeller, 1994). Educational literature on modern biotechnology discusses not only theoretical and technological aspects, but also possibilities and potential risks.…”

Section: Introductionmentioning

confidence: 99%

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

Nordqvist

Johansson

2019

EURASIA J MATH SCI T

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In biotechnology education research (BTER), the multifaceted construct of attitude has seldom been problematised in depth despite that the majority of studies in BTER during the last two decades have focused on students' attitudes towards modern biotechnology. Most studies on attitudes in science education use a single-factor model in characterising students' attitudes, while some use a three-factor model. By means of structural equation modeling the current study tested and evaluated single, three-factor, and bifactor models of student attitudes towards modern biotechnology. To further shed light on the stability of this model measurement invariance testing was carried out for groups; school-type, gender, grade, parental education and educational programme. The results showed that a three-factor model and a bifactor model showed satisfying fit to the student attitude data. The bifactor model were relatively invariant for all groups except for gender, where boys had a more positive attitude. The affective and behavioural aspects of attitudes were highly correlated why the bifactor model with its general factor and specific cognitive factor may provide a more sound explanation of students' attitudes towards biotechnology. The results indicate the importance of including affective and behavioural dimensions of attitude in biotechnology teaching. Further implications for practice are discussed.

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Section: Introductionmentioning

confidence: 99%

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

Nordqvist

Johansson

2019

EURASIA J MATH SCI T

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The development of biotechnology education in China*

Zhou

Lin

Zhang

et al. 2006

Biochem Molecular Bio Educ

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From the middle of the 20th century, Chinese scientists have been actively involved in biotechnology. However, biotechnology education in China is a relatively recent phenomenon. This subject has not been addressed at the undergraduate level in a serious way until recently. In the last decade, biotechnology education developed rapidly and reached a new level in Chinese universities. The Chinese scientific establishment is very much aware of the importance of biotechnology and has identified this subject as one of the priority areas. Some universities are taking positive steps toward enhancing biotechnology education. This article focuses on the emergence, as well as the problems and prospects, of biotechnology education in China.Keywords: Biotechnology education, biotechnology industry, China, development, emergence.As in other developing countries, biotechnology education in China is a relatively recent phenomenon [1]. The practice of biotechnology in China for many years has been limited to research activities at universities and institutes, and only in 1993 was the first undergraduate biotechnology program initiated. With the recognition of the Chinese government, biotechnology is now a priority area and receiving greater attention than ever before. Currently, there are several biotechnology-based industries in China. Growths of these industries are creating an increasing demand for a workforce with relevant skills. Universities therefore have a responsibility to tailor graduates that can meet these demands. This article summarizes the situation and development of biotechnology education at different levels in China. BIOTECHNOLOGY IN UNDERGRADUATE EDUCATIONThe undergraduate science and engineering departments in China offer 4-year degree programs. From its emergence to the present, biotechnology education has been concerned with many areas, such as agriculture [2], biology, environment [3], and medicine and pharmaceutics [4]. The development of biotechnology education is given impetus by the growth of these related industries.The Background and Situation of Biotechnology Industries in China-In the 1980s, the tide of the new technology revolution, which mainly contains information technology, biotechnology, and new material technology, made tremendous impacts on science and technology in the world, so developing high technology has been one of the main focuses in state development strategy by many countries. How China, as a large developing country, can keep abreast of the new situation of rapid development of high technologies in the world, pursue the world's advanced level, and narrow the gap between China and foreign countries has become the focal point attracting the attention of scientists as well as the Party Central Committee and the State Council. In March 1986, in view of the impacts of competition in the fields of advanced technologies in the world, four leading scientists submitted a letter to the central government, suggesting that China should adopt appropriate strategies to pursue the development...

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High school and university students' knowledge and attitudes regarding biotechnology

Uşak

Erdoğan

Prokop

et al. 2009

Biochem Molecular Bio Educ

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Biotechnology has a considerable importance in Turkish biology curriculum. This study was designed to explore or indicate Turkish high school and university students' knowledge and attitudes toward biotechnology. A total number of 352 high school and 276 university students were invited to the study. The Biotechnology Knowledge Questionnaire (BKQ) with 16 items and Biotechnology Attitude Questionnaire (BAQ) with 37 items were used as data collection instruments. The statistically significant correlation was observed between the level of biotechnology knowledge and the subdimensions of attitudes toward biotechnology. We found no statistically significant difference between high school and university students' knowledge of biotechnology. In contrast, university students showed more positive attitudes toward biotechnology than did high school students. However, the effect of gender was equivocal; therefore, it did not support a ''gender paradox'' hypothesis. Our results suggest that although students' appreciation of (agricultural) biotechnology is relatively positive, the understanding of biotechnology processes is superficial and attitudes toward shopping genetically modified products are therefore negative. The possible impact of current science and biology curriculum, and also biotechnology news given in media on Turkish students' views of biotechnology is discussed.

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Development of biotechnology education in Turkey

Cited by 8 publications

References 0 publications

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

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

The development of biotechnology education in China*

High school and university students' knowledge and attitudes regarding biotechnology

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