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Assessment Of The Level Of Biotechnology Education Among Tertiary Education Students
[A CASE STUDY OF FEDERAL UNIVERSITY OF OTUOKE IN BAYELSA STATE]
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Biotechnology
is one of the most important scientific revolutions of the twenty first
century, with applications that have the potential to revolutionise many
industry sectors. The rapid development and applications of
biotechnology has triggered many discussions from different academic
fields, such as economics, politics, ethical and educational. Parallel
to the recent developments in biotechnology, our students need to become
more knowledgeable about the social, ethical, and economic implications
that surround areas such as genetic engineering, cloning, genetically
modified foods, and other aspects of biotechnology (Chen, & Raffan,
1999). Therefore, the topics related to biotechnology has been
integrated and embedded in science syllabuses throughout the world.
According
to Chen, & Raffan, (1999), biotechnology education in school
curriculum is found from elementary level from university level in most
countries. In this sense, not only science teachers and elementary
school teachers but also secondary biology teachers should have
sufficient knowledge level in the biotechnology area. Developments in
biotechnology and biotechnological education have had an impact on the
Nigerian educational system. Teaching units regarding Biotechnology in
the Biology course content were included for the first time in the
curricula of 1998. The content and teaching hours of this subject in
primary and secondary school curricula improved through the project of
re-designing the primary and secondary curricula (Gunter, Kinderlerer,
& Beyleveld, 1998).
When students deal with Biotechnology in
Science or Biology courses at school they get to know a technology that
is on the one hand very old – if we think of techniques of making bread
or wine – but that on the other hand - when we think of genetic
engineering for example - comprises very new aspects. This “modern†part
of biotechnology shows a high potential for solving various problems of
our modern world but at the same time it is accompanied by new and
especially ethical questions and problems. From the high relevance as
well as from the ambivalence of the topic biotechnology a particular
responsibility of the science subjects at school concludes. This is the
responsibility to – on the one hand - inform the students in a sound way
of the scientific and technical aspects of biotechnology and – on the
other hand - to qualify them as the decision makers of the future to
cope in a reasoned way with the chances and the risks of biotechnology
(INRA Europe 1993).
Biotechnology is increasingly playing a role in
the daily lives of citizens and so of foremost importance is public
understanding of this new technology. This understanding cannot occur
without a sound and comprehensive biotechnology education. If people are
not educated in this field of science and technology, they cannot have a
meaningful participation in the public debates concerning these issues.
A biotechnology education is required if students, and thus future
citizens, are to be sufficiently informed to be able to effectively
engage in public debate. In a contemporary science education, foundation
knowledge of biotechnology principles and the related ethical issues
are essential for effective engagement in public debate concerning
biotechnology.
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the level of biotechnology education among tertiary education students in Federal University of Otuoke in Bayelsa state. Specifically, the study determined if there is a biotechnology course in Federal University of Otuoke in Bayelsa state, examined if biotechnology is offered as a major course in Federal University of Otuoke in Bayelsa state, and determined benefits of studying the program in the University. The study employed the survey descriptive researc ... Continue reading---
