Conclusion and
Recommendation
This study was done
on pre-service science teachers of Selcuk University. The questions
asked in the study included subjects like the structure and role of DNA
molecule, structure of genes, some genetic technologies, Genetically
Modified Organism (GMO) plants, etc. The important finding of the study
was that a large majority of the pre-service teachers were not aware of
the discovery date of the DNA molecule. Pre-service teachers did have
some knowledge about general structure of DNA, however they had partial
knowledge about dimensions of DNA and types of bonds. Their knowledge
about the definition and structure of the gene was considerably low,
and a large majority of the pre-service teachers (80%)
couldn’t draw the flow schema of the central dogma correctly.
The
questions that were asked to assess the knowledge of the pre-service
teachers about cloning, gene cloning, animal cloning, 42% of the
pre-service teachers mentioned both animal and gene cloning. When asked
specifically about gene cloning, 11% of the pre-service teachers gave
scientifically valid, meaningful responses. When asked specifically
about animal cloning, only 6% of the pre-service teachers were
knowledgeable about the subject. Some of the pre-service teachers were
aware of cloned animals like Dolly. It was revealed that pre-service
teachers not only had acceptable opinions about cloning, gene cloning,
and animal cloning (Example: It is the forming of a genetic copy of an
organism or cell), but they also had alterative opinions without
scientific validity (It is creating a new individual with the same DNA
sequence but different kind).
Recent studies show that
science teachers need a genetic and biotechnology education. Some
factors are limiting the genetic biotechnology education. These factors
are lack of expert teachers in the field, a lack of appropriate
teaching activities and a lack of sufficient teaching material and time
(Dawson, 2001). An effective genetic biotechnology education not only
enhances the knowledge of the students, but it also helps them
understand the risks, disadvantages and advantages of modern
biotechnology. Evaluating the perceptions and stances of the students
about genetics and biotechnology will help in the teaching phase. The
students should be given opportunities to discuss genetics and
biotechnology. In addition, teachers should be aware of the missing
knowledge and misconceptions of the students about the subjects of
genetics and biotechnology.
Copyright
(C)
2008
HKIEd APFSLT.
Volume
9,
Issue
1,
Article 8 (June, 2008).
All Rights Reserved.
