Genetic Engineering: A Matter that Requires Further Refinement in Spanish Secondary School Textbooks

Autor/inn/en	Martinez-Gracia, M. V.; Gil-Quylez, M. J.; Osada, J.
Titel	Genetic Engineering: A Matter that Requires Further Refinement in Spanish Secondary School Textbooks
Quelle	In: International Journal of Science Education, 25 (2003) 9, S.1147-1168 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Textbooks; Genetics; High Schools; Biology; Science Instruction; Secondary School Science; Scientific Concepts; Foreign Countries; Textbook Content; Grade 10; Grade 11; Grade 12; Vocabulary; Spain + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Humangenetik; High school; Oberschule; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Lehrbuchtext; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Wortschatz; Spanien
Abstract	Genetic engineering is now an integral part of many high school textbooks but little work has been done to assess whether it is being properly addressed. A checklist with 19 items was used to analyze how genetic engineering is presented in biology textbooks commonly used in Spanish high schools, including the content, its relationship with fundamental genetic principles, and how it aims to improve the genetic literacy of students. The results show that genetic engineering was normally introduced without a clear reference to the universal genetic code, protein expression or the genetic material shared by all species. In most cases it was poorly defined, without a clear explanation of all the relevant processes involved. Some procedures (such as vectors) were explained in detail without considering previous student knowledge or skills. Some books emphasized applications such as the human genome project without describing DNA sequencing. All books included possible repercussions, but in most cases only fashionable topics such as human cloning. There was an excess of information that was not always well founded and hence was unsuitable to provide a meaningful understanding of DNA technology required for citizens in the twenty-first century. (Contains 5 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10