Relevant bibliographies by topics / Biotechnology teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Biotechnology teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Biotechnology teaching"

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Brooks, Helen B., David W. Brooks, Sheldon M. Schuster, and Dwane E. Wylie. "Teaching biotechnology." Journal of Chemical Education 67, no. 12 (December 1990): 1033. http://dx.doi.org/10.1021/ed067p1033.

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Goh, Wilson Wen Bin, and Chun Chau Sze. "AI Paradigms for Teaching Biotechnology." Trends in Biotechnology 37, no. 1 (January 2019): 1–5. http://dx.doi.org/10.1016/j.tibtech.2018.09.009.

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Steele, F., and P. Aubusson. "The Challenge in Teaching Biotechnology." Research in Science Education 34, no. 4 (December 2004): 365–87. http://dx.doi.org/10.1007/s11165-004-0842-1.

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Toman, Ufuk. "Articles on biotechnology teaching: thematic content analysis study." World Journal on Educational Technology: Current Issues 11, no. 4 (October 25, 2019): 220–29. http://dx.doi.org/10.18844/wjet.v11i4.4271.

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This tematic content analysis is done about teaching biotechnology which is researched in Turkey. is conducted a thematic content analysis of 64 articles, from a total of 45 magazines published in Turkey from 2003 to 2018. An analysis of the research trends of Turkish researchers based on teaching biotechnology. In this research, it has been tried to guide the researchers by determining the trends in the field and research methods frequently used in this field and research methods used in this field (changes according to publication years and languages, what kind of research problems on qualitative research subjects are emphasized, what research methods are used, data collection tools, sample or working group, data analysis methods). In studies conducted to investigate the biotechnology education in Turkey, it shows that there is not adequately address the issue of biotechnology education. Key Words: Teaching biotechnology, Thematic Content Analysis, Academic Achievement
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Orhan, Tugce, and Nurettin Sahin. "The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers." Education Sciences 8, no. 4 (December 6, 2018): 213. http://dx.doi.org/10.3390/educsci8040213.

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The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.
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Josefsson, Lars. "The impact of biotechnology on school teaching." Biochemical Education 15, no. 4 (October 1987): 177–79. http://dx.doi.org/10.1016/0307-4412(87)90006-9.

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Duda, Hilarius Jago, F. Rahayu Esti Wahyuni, Antonius Edy Setyawan, Markus Iyus Supiandi, and Yakobus Bustami. "Development of project based biotechnology teaching books." Biosfer 15, no. 2 (October 22, 2022): 178–91. http://dx.doi.org/10.21009/biosferjpb.18003.

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Various research states that one of the causes of misconception is textbooks or printed media that are used as learning resources. This is because the textbooks developed are monotonous and tend to present theories in full without practicing skills or stimulating the ability to think and solve problems. The textbooks developed in the research are project-based biotechnology textbooks. This certainly can answer the demands of higher education in the era of industrial revolution 4.0 where learning should be able to empower cognitive, process skills, social skills, system skills, complex problem solving and others. The depth of the material and projects selected for each topic is seen with the results of the analysis of conceptual mastery and misconceptions found. The hope is that this project-based textbook can overcome these problems. The research methodology used is 4-D development research. The 4-D development research method consists of 4 main stages, namely: define, design, develop and disseminate. The subjects of the field trials were biology education students at STKIP Persada Khatulistiwa Sintang. The percentage of validation results for project-based biotechnology textbooks by material experts, media experts, and biotechnology lecturers is 3.75 so that the textbooks have very decent qualifications. The percentage of project validation results was 3.32 with the feasible category. This textbook was tested on biology education students at STKIP Persada Khatulistiwa Sintang at the initial development testing stage. The effectiveness of this textbook is seen from the gain score of 0.54 with moderate criteria, so that it can be declared effective.
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Michael, Mike, Anne Grinyer, and Jill Turner. "Teaching biotechnology: identity in the context of ignorance and knowledgeability." Public Understanding of Science 6, no. 1 (January 1997): 1–17. http://dx.doi.org/10.1088/0963-6625/6/1/001.

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This paper considers the sorts of identities constructed by biotechnology teachers for themselves, biotechnology and their students. Drawing upon insights from critical studies of the public understanding of science, we analyse teachers' views on biotechnology and the teaching of it. These views were partly derived from questionnaires and participant observation, though our main source of data were focus group discussions. Our analysis shows that the teachers held ambivalent views about their role and biotechnology. For example, on the one hand, science and biotechnology are `impure' in the sense of being part of the messy world of politics and ethics. Within this controversial domain, the teachers saw their role as one of assuring `balance' in which the students are exposed to both pro and con dimensions of biotechnology. On the other hand, science and biotechnology are `pure', part of an idealized realm in which useful scientific knowledge is produced. Biotechnology thus was `intellectually interesting in its own right'. We suggest that such ambivalence is not necessarily a problem, reflecting broader social trends.
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Thomas, Malcolm, Kath Keirle, Gareth Griffith, Steve Hughes, Paul Hart, and John Schollar. "The Biotechnology Summer School: A Novel Teaching Initiative." Innovations in Education and Teaching International 39, no. 2 (January 2002): 124–36. http://dx.doi.org/10.1080/14703290252934577.

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Kirkpatrick, Gretchen, Kathryn Orvis, and Barry Pittendrigh. "A teaching model for biotechnology and genomics education." Journal of Biological Education 37, no. 1 (December 2002): 31–35. http://dx.doi.org/10.1080/00219266.2002.9655843.

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Dissertations / Theses on the topic "Biotechnology teaching"

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Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.

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Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.
Master of Education (Hons)
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Steele, Frances A. "Teaching biotechnology in NSW schools." Thesis, View thesis View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/671.

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Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.
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Steele, Frances A. "Teaching biotechnology in NSW schools /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030901.124743/index.html.

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Edmondston, Joanne. "Cultivating the civic scientist: Science communication & tertiary biotechnology education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/1605.

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Biotechnology is one of the most rapidly growing industries of the 21st Century and governments worldwide have invested significant funds to support research and development in this area. The belief that the commercialisation of biotechnology will offer significant social and economic benefits to the communities investing in this industry, however, is not a universally accepted view. Surveys of attitudes towards biotechnology in a number of countries have indicated that there are widespread concerns about the risks presented by the industry and the application of biotechnology products (Smith, 2001). These public concerns have resulted in a stronger focus being placed on the mechanisms by which biotechnology is communicated with non-scientists (Gregory, 2003).ln particular, improving the level of scientists' participation in public engagement has been afforded high priority (FASTS, 1999). Yet despite increasing calls for scientists to become more involved in this area, the perception that scientists are unwilling or unable to communicate persists (Stocklmayer, Gore, & Bryant, 2001). In response, the provision of quality science communication training for scientists and science students has been recommended (Royal Society, 2006b). This training should provide a fundamental support for improving scientists' ability to act as civic scientists by engaging with the public. Using an Australian biotechnology degree program as a case study, this doctoral study examines how biotechnology education at the tertiary university level prepares science graduates for a civic science role. Qualitative and quantitative data were generated from 343 questionnaires and 36 interviews of key stakeholders in the chosen biotechnology program, including undergraduate and doctoral students, lecturers, postgraduate supervisors, and early-career biotechnologists recently graduated from the program. Additional interview data were also obtained from 10 science communicators and science communication lecturers.
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Wells, John Gaulden. "Establishment of a taxonometric structure for the study of biotecchnology as a secondary school component of technology education." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-02052007-081241/.

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Yap, Siew Fong. "Developing, implementing and evaluating the use of ethical frameworks in teaching bioethics issues in a Year 10 biotechnology program." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/761.

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With the re-emergence of values education in the school curriculum in the last decade, science is viewed as one of the key teaching domains, and in particular, socio-scientific education is increasingly perceived as instrumental in helping students explore underlying beliefs and values, develop reasoning and critical thinking skills to make informed decision on socio-scientific issues. This thesis develops a conceptual basis for a model of teaching socio-scientific issues for secondary or high school students. The teaching of controversial issues needs a stronger theoretical base and a more viable pedagogical strategy to facilitate critical thinking, argumentation and decision-making skills. Previous research has shown that science classroom discourse was largely teacher dominated and tended not to foster adequate reflective discussion of scientific issues nor forge well-informed decisions on controversial issues. The use of ethical frameworks serves as a pedagogical tool as well as provides a process to help students make ethical judgements and rationally and relationally justify them.The five ethical frameworks explored in this model are categorised as rights and duties, beneficence/non-maleficence (utilitarian), autonomy, communicative virtues and Christian moral. The features of controversy that are made explicit to the students through the use of ethical frameworks are situated in the area of human genetics and transgenic plants in Australia. Such a study is undertaken in the realm of bioethics within the context of an ethically pluralist society. The present investigation focuses on the teaching of a Year 10 biotechnology class over a period of ten weeks in an evangelical Christian college in metropolitan Perth, Western Australia. Using an interpretative case study approach, a mixed method data collection and action research as the methodology, analyses of instructional strategies, teachers and students’ beliefs/values/attitudes and achievement outcomes were conducted and evaluated accordingly.This study is unique in that it presents one of the few studies that incorporates Christian/faith values in the ethical frameworks that enables the researcher to explore the connection, if any, between cognitive learning and moral reasoning and moral development, and in the wider sense, the link between cognitive learning (scientific literacy) and ethical reasoning.Research findings indicate that through the use of the simple framework in comparing the pros and cons, students in the comparison group developed a limited measure of competency in reasoning and developing arguments to express their viewpoints. However, students have also been noted to be more motivated and engaged with learning science because of its increased relevance to their personal lives and societal concerns. On the other hand, the experimental group students utilise the five ethical frameworks to orientate the thinking process to explore possible alternatives, to prioritize conflicting and competing ethical claims, to examine from different perspectives and to integrate their information by linking from knowledge content and/ or claims to well-grounded conclusions. Essentially, the use of ethical frameworks guides students’ understanding of the socio-scientific issue and helps them to formulate the crux of decision-making.Data analysis from both qualitative and quantitative aspects suggest that the use of ethical frameworks has brought about a marked improvement in the students’ ability to reflect critically, reason analytically and make rational decisions about their own ethical values in handling socio-scientific issues. Research finding also confirms the the important role of the teacher in implementing the ethical frameworks as a reasoning and argument-developing tool in socio-scientific education. On a modest level, research from the present study has shown that using the frameworks for both comparison and experimental groups has instilled in teachers some measure of confidence; with the five ethical frameworks proven more satisfying and effective as a pedagogical tool. This study suggests that, from a teacher’s perspective, the use of ethical frameworks could be a viable tool in socio-scientific education, and this needs to be supported by the teacher taking a procedural neutral stance, role-modelling the scientific reasoning process through carefully crafted questions, creating a collaborative and caring learning environment and a variety of student-centred teaching strategies.The incorporation of faith values in the ethical frameworks confirms previous research that there is the possibility that other concepts besides that of justice and fairness could be the key in determining how one judges what is morally right. The present research also suggests that there are different problem-solving strategies in making moral judgements beside stage schemes of justice described by cognitive developmental psychologists and educators. The present study also suggests that allegiance to belief systems and ideologies can sometimes override the influence of one’s own sense of fairness in making decisions of moral rightness. This is an important factor to consider in mapping out curriculum for moral education and socio-scientific education.Overall, the analysis suggests that socio-scientific education programs focusing on dialogical and reflective processes could help to facilitate socio-scientific reasoning. The study also argues for the importance of providing a sound epistemological and dialogical environment for socio-scientific education in a science classroom through the use of carefully constructed and evaluative metacognitive tools of learning in scaffolding and structuring reasoning and argumentation process, of which the use of ethical frameworks has proven to be modestly effective.
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Curry, Kevin Wylie Jr. "Scientific Basis vs. Contextualized Application of Knowledge: The Effect of Teaching Methodology on the Achievement of Post-secondary Students in an Integrated Agricultural Biotechnology Course." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03192010-113431/.

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The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi-experimental non-equivalent control-group design with an identical pre/posttest given to each group as a means of assessing content achievement. Although the experimental treatment, based out of the principles of contextual teaching and learning, did have a greater mean gain on the pre/posttest it was not statistically significant (p >.05), so the studyâs null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student achievement.
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Landim, y. Goya Pedro Ryô de [UNESP]. "A temática biotecnologia na formação inicial de professores de biologia: o que dizem licenciados em fase de conclusão do curso." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/142859.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Neste trabalho, buscou-se identificar e analisar conhecimentos de alunos concluintes de cursos de graduação em Ciências Biológicas, modalidade Licenciatura, quanto a conteúdos fundamentais da temática Biotecnologia, tendo em vista a presença de tais conteúdos no currículo vigente na rede estadual do Estado de São Paulo e em outros documentos oficiais. Também, buscou-se identificar a relevância do tema para o Ensino de Biologia. Para atingir tal objetivo, um questionário foi aplicado em quatro turmas de dois campi de uma universidade pública do Estado de São Paulo. A partir das respostas dos entrevistados foram identificados os saberes docentes, nos quais os professores baseiam sua prática, sendo eles os disciplinares, curriculares, experienciais. Os dados revelam que há um reconhecimento por parte dos entrevistados da importância do Ensino de Biotecnologia e seus conteúdos, porém, estes indicam que há uma deficiência na formação inicial dos alunos entrevistados quanto ao tema Biotecnologia e seus conteúdos, o que reflete na falta de confiança para administrar esses conteúdos e tirar as dúvidas que possam surgir em sala de aula, quando estiverem atuando como professores. Outro ponto destacado neste trabalho é uma deficiência também na formação pedagógica dos entrevistados, evidenciada por limitações quanto à visão do papel do professor de Biologia, a aptidão com ressalvas para exercer a profissão e limitado conhecimento de modalidades didáticas.
This research focuses in identify and analyze the knowledge of graduating students of undergraduate courses in Biological Sciences, licentiate degree mode, as the fundamental contents of the subject Biotechnology, in view of the presence of such content in the existing curriculum in the State of São Paulo and other official documents. Also, were sought to identify the relevance of the theme for the Biology teaching. To achieve this goal, a questionnaire was administered to four groups of two campuses of a public university in the State of São Paulo. From the answers of the respondents teachers knowledge were identified, in which teachers base their practice, they are the disciplinary, curricular, experiential. The data shows that there is a recognition by the respondents of the importance of Biotechnology teaching and its contents, however, they indicate that there is a deficiency in the pre-service training of the students interviewed on the subject Biotechnology and its contents, which reflects the lack of confidence to manage such content and answer the questions that may arise in the classroom when they are acting as teachers. Another point highlighted in this work is also a deficiency in the pedagogical training of respondents, as evidenced by limitations on the Biology teacher's role vision, the ability with reservations to practice and limited knowledge of teaching methods.
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Andrade, Jerry Adriane Pinto de. "Biotecnologia, representação e tomada de consciência : aprendizagem nos cursos de ciência da saúde na UESB." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/96851.

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As pesquisas em ensino de Ciências têm buscado referenciais teóricos para lidar com a complexidade dos processos de ensino-aprendizagem. Esta pesquisa procura trazer uma contribuição para esta busca, ao acompanhar os processos de tomada de consciência de 46 estudantes durante um semestre. Trata-se de uma pesquisa de natureza quali-quantitativa, que utiliza diferentes instrumentos de análise: questionário, construção de mapas conceituais com uso do Cmap Tools, e filmagens. Os resultados são analisados com base na tomada de consciência, a partir da Epistemologia Genética, e referem-se a dois recortes: uma análise do questionário na categoria Implicação Significante, no primeiro momento da pesquisa; e uma análise diacrônica com 12 sujeitos, a partir do conjunto de dados nas categorias Implicação Significante e Todos, Alguns e Nenhum, que são generalizados aos 46 sujeitos pesquisados, após uma análise minuciosa das frequências presentes nos mapas conceituais. Em relação ao primeiro recorte, os resultados apontaram que os sujeitos apresentam um domínio de representação não estruturado acerca dos conhecimentos em Biotecnologia. Assim, evidenciamos formas de pensamento transdutivo, ou seja, quando o raciocínio dos alunos parte do particular e se conduz ao particular, sem atingir uma generalização. Já no segundo recorte, constatamos três níveis de conceituação: no nível um, há ausência de tomada de consciência da relação entre biotecnologia, clonagem e transgênicos. Na regulagem de Todos, Alguns e Nenhum, o sujeito não chega à quantificação das extensões. No nível dois (A), há tomada de consciência entre biotecnologia e clonagem e biotecnologia e transgênicos. Na regulagem de Todos, Alguns e Nenhum, o sujeito não chega à quantificação das extensões. No nível dois (A), há tomada de consciência entre biotecnologia e clonagem e biotecnologia e transgênicos. Na regulagem de Todos, Alguns e Nenhum, os sujeitos já consideram que os transgênicos podem ser micro-organismos, plantas ou animais, o que implica numa dimensão de generalização. No nível dois (B), os sujeitos chegam a uma quantificação positiva, admitindo que todos os transgênicos são OGM. No nível três (A), há tomada de consciência da relação entre biotecnologia, clonagem e transgênicos. Na regulagem de Todos, Alguns e Nenhum, os sujeitos já chegam a uma quantificação positiva e negativa, admitindo que todos os transgênicos são OGM, mas que nem todos OGM são transgênicos. No nível três (B), além de admitir Todos e Alguns, também reconhecem os organismos que não são OGM, como aqueles que se originam por processos naturais, tais como conjugação, transdução e transformação.
Investigations on Science teaching have been searching for theoretical references to deal with the complexity of teaching-learning processes. This study aims to contribute to this search by following the processes of awareness of 46 students during a semester. This is a quali-quantitive research that uses different assessment instruments: questionnaire, construction of conceptual maps, with the useof Cmap Tools, and video footages. The results will be analyzed based on awareness in Genetics Epistemology and refer to two research outlines: the first one analyzes questionnaires with regard to the category significant implication, in the initial stage of the research. The second one performs a diachronic analysis with 12 subjects, based on the data set obtained for the Significant Implication and All, Some and None categories, which was then generalized for the 46 subjects analyzed, after a meticulous analysis of the frequencies of the relationships present in the conceptual maps. As for the first outline, results showed that subjects had a domain of unstructured knowledge representation on Biotechnology. Thus, we found forms of transductive thinking, that is, when students’ reasoning go from particular to particular, without reaching a generalization. On the other hand, in the second outline we identified three levels of conceptualization. At level one, there is no awareness of the relationship between biotechnology, cloning and transgenics. When regulating All, Some and None categories, subjects are not able to quantify their extensions. At level two (A), there is awareness of the relationship between biotechnology and cloning and of biotechnology and transgenics. When regulating All, Some and None categories, subjects are able to consider that transgenics can be microorganisms, plants or animals, which implicates a generalization dimension. At level two (B), subjects are able to establish a positive quantification, acknowledging that all transgenics are GMOs. At level three (A), there is awareness of the relationship between biotechnology, cloning and transgenics. When regulating All, Some and None, subjects are now able to establish a positive and negative quantification, acknowledging that all transgenics are GMOs but not all GMOs are transgenics. At level three (B), besides acknowledging All and Some categories, subjects also acknowledge organisms that are not GMOs, such as those originated by natural processes like conjugation, transduction, and transformation.
La investigación en didáctica de las ciencias han tratado de marcos teóricos para abordar la complejidad de los procesos de enseñanza y aprendizaje. Esta investigación tiene como objetivo hacer una contribución a esta misión de acompañar los procesos de toma de conciencia de 46 estudiantes por un semestre. Esta es una encuesta de carácter cualitativo y cuantitativo utilizando diferentes instrumentos de análisis: cuestionario, construir mapas conceptuales utilizando el rodaje Cmap Tools. Los resultados se analizaron con base en el conocimiento de la epistemología genética y se refieren a dos recortes de investigación: la primera es un análisis de la implicación cuestionario significativo en la categoría, la primera vez de la encuesta. En el segundo, se realiza un análisis diacrónico de 12 sujetos, a partir del conjunto de datos en categorías: Implicación significativa y todas, algunas y Ninguno y luego se generaliza de los 46 sujetos estudiados, después de un análisis exhaustivo de las frecuencias relaciones presentes en los mapas conceptuales. En cuanto el primer cultivo, los resultados indicaron que los sujetos tienen una representación en el dominio de conocimientos estructurada sobre Biotecnología. Por lo tanto, se evidencia transdutivas maneras de pensar, es decir, cuando la parte del pensamiento de los estudiantes y conduce a lo particular concreto, sin llegar a una generalización. En el segundo corte, vemos tres niveles de conceptualización, y, en el nivel uno, hay una falta de conciencia de la relación entre la biotecnología, la clonación y los transgénicos. En la regulación de todos, algunos y ninguno, el sujeto no llega a la cuantificación de las extensiones. En el segundo nivel (A), hay una conciencia entre la biotecnología y la clonación y la biotecnología y transgénicos. En la regulación de todos, algunos y ninguno, los sujetos ya consideran que los OGM pueden ser microorganismos, plantas o animales, lo que implica una dimensión de la generalización. En el segundo nivel (B), los sujetos llegan a una cuantificación positivo, suponiendo que todos los OMG son genéticamente modificados. En el nivel tres (A), se tiene conocimiento de la relación entre la biotecnología, la clonación y transgénicos. En la regulación de todos, algunos y ninguno, los sujetos ya llegar a una cuantificación positivo y negativo el supuesto de que todos los OGM son genéticamente modificados, pero no todos los OGM son modificados genéticamente. En el nivel tres (B), además de admitir todos y algunos también reconocen que los organismos no son OGM, tales como los que surgen por procesos naturales, tales como conjugación, transducción y transformación.
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Sewsunker, Tanuja. "Exploring grade 9 learners’ knowledge of and attitudes towards biotechnology in two South African schools." Thesis, 2015. http://hdl.handle.net/10539/18521.

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A research report submitted to the Faculty of Science in partial fulfilment of the requirements for the degree of Master of Science. Johannesburg March 2015
This research was motivated by the necessity for Biotechnology education in the General Education and Training (GET) phase as biotechnology influences our daily lives in almost every way. Our human population is continually increasing and there is a need for increased food security to sustain the larger population. Hence technological advancement in the medical, agricultural and commercial sectors are taking place every day. Therefore, biotechnology education is necessary at an early age in order for learners to make an informed decision about the different products that are available in the market. This qualitative study aimed to identify the knowledge of and attitude towards biotechnology among grade 9 learners. This study was conducted in two South African schools in the Gauteng province. A total of 360 learners participated in the study and 25 learners from each school were selected as the sample for the study. Data was gathered using a questionnaire which consisted of closed ended and open ended questions based on knowledge and attitudes. The data analysis was essentially qualitative as it involved interpretation of the learners’ response in order to gain further understanding and insight. However, part of the questionnaire i.e. question 2 was quantitative. The data analysis revealed that grade 9 learners do indeed have knowledge about biotechnology. However, some of the knowledge they have, has many misconceptions i.e. in terms of genetic modification, inserting or removing genes and this largely due to a lack of formal teaching, as it is not a requirement in the grade 9 Natural Science curriculum. This information is useful for teachers teaching Natural Science and for teachers teaching Life Sciences to grade 10, 11 and 12, as well as curriculum developers.
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Books on the topic "Biotechnology teaching"

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Airozo, Diana. Biotechnology, education. Beltsville, Md. (10301 Baltimore Blvd., Beltsville 20705-2351): National Agricultural Library, 1992.

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Anika, Ashok, ed. Biotechnology: A comprehensive training guide for the biotechnology industry. Boca Raton: Taylor & Francis, 2009.

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Teasdale, Jim. Biotechnology: Selected topics. Cheltenham: Thornes, 1987.

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Frame, Kathy. Shoestring biotechnology. Edited by National Association of Biology Teachers and Biotechnology Institute. Reston, VA: National Association of Biology Teachers, 2002.

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Grainger, John, Horst Bayrhuber, and Wilbert Garvin. Teaching biotechnology at school: A European perspective. Kiel: IPN, 2000.

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Taylor, Jane B. Micro-organisms and biotechnology. Walton-on-Thames, Surrey: Nelson, 1992.

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Yali, Friedman, ed. Best practices in biotechnology education. Washington, DC: Logos Press, 2008.

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Lee, Thomas F. Biotechnology education and the Internet. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1996.

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1946-, Knutton Stephen, ed. Biotechnology in schools: A handbook for teachers. Milton Keynes: Open University Press, 1990.

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Glencoe/McGraw-Hill. Forensics and biotechnology: Lab manual. New York: Glencoe/McGraw Hill, 2004.

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Book chapters on the topic "Biotechnology teaching"

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Hammann, Marcus. "Biotechnology." In Teaching Biology in Schools, 192–203. New York : Routledge, 2018. | Series: Teaching and learning in science series: Routledge, 2018. http://dx.doi.org/10.4324/9781315110158-16.

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Wallin, Margareta, Malin Celander, and Elisabeth Strömberg. "Modern Bioscience and Biotechnology Education and Resources for Educators." In The Researching, Teaching, and Learning Triangle, 67–78. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0568-9_6.

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Feng, Lisha. "Application of Computer Simulation Technology in Food Biotechnology Teaching." In Advances in Intelligent Systems and Computing, 1926–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_269.

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Chen, Wei, and Zhikai Gan. "Application of Virtual Simulation Technology in Biotechnology Experiment Teaching." In Proceedings of the 2022 3rd International Conference on Big Data and Informatization Education (ICBDIE 2022), 74–80. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-034-3_10.

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Näpflin, Catherine, Fritz Oser, and Philipp Aerni. "Discussion-Based Teaching Methods Addressing Policy Issues Related to Agricultural Biotechnology." In Changes in Teachers’ Moral Role, 147–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_12.

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France, Bev. "The Role of Models in Biotechnology Education: An Analysis of Teaching Models." In Developing Models in Science Education, 271–87. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_14.

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"Teaching Biotechnology." In Analyzing Best Practices in Technology Education, 11–25. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087903114_003.

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JOHNSEN, K. "Teaching Biotechnology." In Education, Industry and Technology, 75–84. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033913-9.50022-1.

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Bungay, Henry R. "Computer Aids for Teaching Biotechnology." In Annual Reports on Fermentation Processes, 155–69. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-040308-0.50011-2.

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Hildebrand, David. "Biotechnology and Crop Improvement in Agriculture." In Teaching Innovations in Lipid Science, 105–22. CRC Press, 2007. http://dx.doi.org/10.1201/9781420012804.ch7.

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Conference papers on the topic "Biotechnology teaching"

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Juodagalvienė, Birutė, and Birutė Tamulaitienė. "Engineering and computer-aided design in teaching biotechnology." In The 13th International Conference on Engineering and Computer Graphics BALTGRAF-13. Vilnius Gediminas Technical University, 2015. http://dx.doi.org/10.3846/baltgraf.2015.015.

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Knowledge in engineering design is currently indispensable in many fields including bioengineering. The students attending the lecture course Engineering and Computer-Aided Design acquire the basic knowledge and skills in a very important language – graphics language. Understanding the objectives, purpose and fundamentals of the symbols and rules used in engineering design will be useful in studying other courses as well as will enable the students to apply this knowledge and skills in their professional work.
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Sun, Rui. "Teaching Method and Pattern Research for Open Experiment of Biotechnology." In 2015 International Conference on Management Science and Management Innovation (MSMI 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msmi-15.2015.62.

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Zainol, Norazwina, Sumaiya Zainal Abidin, and Noraziah Abu Yazid. "Industry Involvement in Undergraduate Research Project for Chemical Engineering (Biotechnology) Programme." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.45.

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Na, Lin, Wei Qin, Chao Zhang, Liguo Yin, Tao Wang, and Lijun Zhou. "Notice of Retraction: Teaching Reform and Exploration of Introduction to Biotechnology." In 2011 Third Pacific-Asia Conference on Circuits, Communications and System (PACCS). IEEE, 2011. http://dx.doi.org/10.1109/paccs.2011.5990354.

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Jing, Shu, Cong Liu, He Li, and Weihai Jiang. "EXPERIENCE ON THE CLINICAL PRACTICE TEACHING OF SURGERY." In 2016 International Conference on Biotechnology and Medical Science. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789813145870_0061.

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Hu, Yihong, Wenshuai Zeng, Chenzhong Jin, Yong Chen, Xuejiao Zhang, and Yan Wang. "Thinking and Reforms of Plant Biotechnology Course Teaching in Agricultural Professional Master Cultivation." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.106.

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Li, He, Cong Liu, Jinghui Sun, Chengyi Zhang, Hongxia Sun, Chunmei Wang, and Jianguang Chen. "APPLICATION OF TASK-BASED LEARNING MODE IN THE TEACHING OF CLINICAL PHARMACOLOGY." In 2016 International Conference on Biotechnology and Medical Science. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789813145870_0054.

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Sun, Naxin, Yuanxiu Wang, and Yuehui Liu. "Teaching through assessment and feedback in biochemistry education." In INTERNATIONAL SYMPOSIUM ON THE FRONTIERS OF BIOTECHNOLOGY AND BIOENGINEERING (FBB 2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110843.

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Zhang, Kuo-Lin, Li Zhang, Jing Bao, Jin-Long Shi, and Ge Liu. "Study on application of sport education model on ball teaching in university." In 2019 INTERNATIONAL CONFERENCE ON BIOTECHNOLOGY AND BIOENGINEERING (9th ICBB). AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0020316.

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Liu, Yang. "Research on the Teaching Experiment Management System Based on JSP." In 2016 6th International Conference on Machinery, Materials, Environment, Biotechnology and Computer. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mmebc-16.2016.68.

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