Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions

Cebesoy, Ümran Betül; Öztekin, Ceren

doi:10.1007/s10763-017-9840-4

Cited by 16 publications

(20 citation statements)

References 35 publications

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“…It has been shown that pre-existing attitudes and beliefs influence the way teachers understand what they learn during their training, and how they implement the content in their daily practice at school (Cebesoy & Öztekin, 2017;Jiménez-Salas et al, 2017;Lee & Ginsburg, 2007). Research also indicates that what teachers consider to be correct and important also influences the way they teach (Buehl & Beck, 2015).…”

Section: Introductionmentioning

confidence: 99%

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

et al. 2021

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The speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

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Section: Introductionmentioning

confidence: 99%

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

et al. 2021

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“…Furthermore, the application of literacy becomes important in cases of socio-scientific issues when people are required to make decisions that can affect their lives (Stern & Kampourakis, 2017). Therefore, someone is said to be genetically literate not only because they understand the concept of genetics, but also skills related to decision making in situations that involve the application of genetic technology (Cebesoy & Oztekin, 2018). Some researchers, such as Cebesoy and Oztekin (2018) use literacy instruments that refer to Bowling et al…”

Section: Genetics Literacymentioning

confidence: 99%

“…Therefore, someone is said to be genetically literate not only because they understand the concept of genetics, but also skills related to decision making in situations that involve the application of genetic technology (Cebesoy & Oztekin, 2018). Some researchers, such as Cebesoy and Oztekin (2018) use literacy instruments that refer to Bowling et al…”

Section: Genetics Literacymentioning

confidence: 99%

Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument

Fauzi

Saefi

Kristiana

et al. 2021

EURASIA J Math Sci Tech Ed

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During the COVID-19 pandemic, various applications of genetics were used as a basis for studying the origin of the virus to diagnosing patients with this disease. Student literacy about COVID-19 from the genetic aspect will strengthen them in dealing with misinformation in a society that rejects the existence of COVID-19. This study aimed to evaluate the COVID-19 genetics literacy instrument. The draft instrument consisting of 20 items was first distributed online to Biology Education students in Indonesia. The analysis was carried out after 400 respondents filled out the online form. Seven items were eliminated according to the results of CFA and EFA. There were 13 items comprising of three dimensions taken. The Rasch analysis shows that the instrument is reliable and has a separation index according to the recommendations. There was no misfit and its have good discriminating power. The three choices given in each item did not confuse the respondents. Therefore, the instrument was of good quality and could be used to evaluate respondents' genetics literacy for future studies.

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“…Genetic literacy is related to one's ability to use scientific thinking related to genetics (Chapman et al, 2017). This literacy is part of scientific literacy (Boerwinkel et al, 2017) that can direct someone to make the right decisions regarding the discussion of applications and genetic technology (Cebesoy & Oztekin, 2018). Measurement of genetic literacy needs to be done regularly considering the importance of this competency in the current era.…”

Section: Introductionmentioning

confidence: 99%

Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic

Yanuar

Wahyuni

Fatmawati

et al. 2022

Biosfer

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The Covid-19 pandemic has resulted in the face-to-face teaching and learning process being shifted to distance learning which has the potential to affect student literacy levels. This quantitative study aims to determine the effect of gender and grade level on the genetic literacy of high school students in Malang. This survey research used a statement instrument as many as 17 items involving 97 students. Data collection was carried out from November to December 2021. The sampling technique used was cluster random sampling. The research data was tested using a Two-Way ANOVA analysis. The results showed that gender did not have a significant effect on genetic literacy, while class level has significant effect. Furthermore, gender and class level did not have a significant interaction. Further research that examines the effect of other variables on genetic literacy needs to be done.

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Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions

Cited by 16 publications

References 35 publications

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument

Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic

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