Teachers' Concerns about Biotechnology Education

Autor/inn/en	Borgerding, Lisa A.; Sadler, Troy D.; Koroly, Mary Jo
Titel	Teachers' Concerns about Biotechnology Education
Quelle	In: Journal of Science Education and Technology, 22 (2013) 2, S.133-147 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9382-z
Schlagwörter	Biotechnology; Grounded Theory; Science Teachers; Data Analysis; Teacher Attitudes; Peer Teaching; Science Instruction; Secondary School Teachers; Interviews; Comparative Analysis; Professional Development; Biological Sciences + Suchen Sie Ihr Suchwort? Biotechnologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Auswertung; Lehrerverhalten; Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Abwasserbiologie
Abstract	The impacts of biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers' concerns about biotechnology instruction and their reported practices. Consistent with the Stages of Concern framework as modified by Hord et al., we investigated teachers' awareness, informational, personal, management, consequences, collaboration, and refocusing concerns about biotechnology teaching by employing a qualitative design that allowed for the emergence of teachers' ideas. Twenty high school life science teachers attending a biotechnology institute were interviewed using an interview protocol specifically designed to target various Stages of Concern. Although the Stages of Concern framework guided the development of interview questions in order to target a wide range of concerns, data analysis employed a grounded theory approach wherein patterns emerged from teachers' own words and were constantly compared with each other to generate larger themes. Our results have potential to provide guidance for professional development providers and curriculum developers committed to supporting initial implementation of biotechnology education. Recommendations include supporting teacher development of biotechnology content knowledge; promoting strategies for obtaining, storing and managing biotechnology equipment and materials; providing opportunities for peer teaching as a means of building teacher confidence; and highlighting career opportunities in biotechnology and the intersections of biotechnology and everyday life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10