Abstrakt
Predložená prehľadová štúdia sa zaoberá zahraničnými výskumami v oblasti vzdelávania, ktoré skúmajú znalosti vo väzbe na prekoncepty a miskoncepty respondentov o moderných biotechnológiách. Cieľom štúdie je teda poskytnúť komplexný prehľad existujúcich zahraničných výskumov týkajúcich sa primárne poznatkov a predovšetkým prekonceptov a miskonceptov v danej oblasti. Štúdia sa zameriava na analýzu zahraničných výskumov od roku 2000 po rok 2023. Výskumy boli vyhľadávané v databázach Web of Science a Scopus na základe kľúčových pojmov/slov. Analyzuje v relevantných výskumoch sledované ciele, využité metódy, výsledky výskumov a ich odporúčania pre budúcnosť. Z výsledkov zahraničných výskumov je zrejmé, že žiaci majú minimálne znalosti o moderných biotechnológiách, navyše im chýba konceptové porozumenie biotechnológií ako celku. V závere sa štúdia sústreďuje na zhodnotenie práce s prekonceptami žiakov v súvislosťami s výsledkovou časťou prehľadovej štúdie. Poukazuje na teóriu, ktorá sa prekonceptami žiakov priamo zaoberá a v nadväznosti na ňu predkladá možný prístup, ktorý je využiteľný pri práci s prekonceptami a k náprave miskonceptov žiakov práve v prírodovednom vzdelávaní. Táto prehľadová štúdia môže slúžiť ako základ pre ďalšie výskumy alebo vývoj pedagogických stratégií zameraných na zlepšenie vyučovania biotechnológií a pochopenie prekonceptov a miskonceptov nie len u žiakov.
Reference
Acarli, D. S. (2016). Determining prospective biology teachers’ cognitive structure in terms of “Biotechnology”. Journal of Baltic Science Education, 15(4), 494–505. https://doi.org/10.33225/jbse/16.15.494
Alanazi, F. H. (2021). Saudi students’ and science teachers’ knowledge of and attitudes towards biotechnology. Journal of Biological Education, 57(1), 196–213. https://doi.org/10.1080/00219266.2021.1884584
Anderton, B. N., & Ronald, P. C. (2018). Hybrid thematic analysis reveals themes for assessing student understanding of biotechnology. Journal of Biological Education, 52(3), 271–282. https://doi.org/10.1080/00219266.2017.1338599
Atmojo, I. R.W., Sajidan, S., Sunarno, W., Ashadi, A., & Nugraha, D. A. (2018). The profiles of pre-service elementary teachers (PETs) in biotechnology using RCB. In D. Suparmi & D. A. Nugrha (Eds.), International Conference on Science and Applied Science, 2014(1). https://doi.org/10.1063/1.5054467
Bal, S¸., Samancı, N. K., & Bozkurt, O. (2007). University students’ knowledge and attitude about genetic engineering. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 119–126. https://doi.org/10.12973/ejmste/75383
Bigler, A. M., & Hanegan, N. L. (2011). Student content knowledge increases after participation in a hands-on biotechnology intervention. J Sci Educ Technol, 20, 246–257. https://doi.org/10.1007/s10956-010-9250-7
Casanoves, M., González, Á., Salvadó, Z., Haro, J., & Novo, M. (2015). Knowledge and attitudes towards biotechnology of elementary education preservice teachers: the first Spanish experience. International Journal of Science Education, 37(17), 2923–2941. https://doi.org/10.1080/09500693.2015.1116718
Cavanagh, H., Hood, J., & Wilkinson, J. (2005). Riverina high school students views of biotechnology. Electronic Journal of Biotechnology, 8(2), 1–7.
Clark, D. P., & Pazdernik, N. J. (2012). Biotechnology. Elsevier.
Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11(5), 554–565. https://doi.org/10.1080/0950069890110507
Črne-Hladnik, H., Hladnik, A., Javornik, B., Košmelj, K., & Peklaj, C. (2012). Is judgement of biotechnological ethical aspects related to high school students’ knowledge? International Journal of Science Education, 34(8), 1277–1296. https://doi.org/10.1080/09500693.2011.572264
Dawson, V. (2007). An exploration of high school (12–17 year old) students’ understandings of, and attitudes towards biotechnology processes. Research in Science Education, 37(1), 59–73. https://doi.org/10.1007/s11165-006-9016-7
Dawson, V., & Schibeci, R. (2003). Western Australian school students’ understanding of biotechnology. International Journal of Science Education, 25(1), 57–69. https://doi.org/10.1080/09500690210126720
Dawson, V., & Soames, C. (2006). The effect of biotechnology education on Australian high school students’ understandings and attitudes about biotechnology processes. Research in Science & Technological Education, 24(2), 183–198. https://doi.org/10.1080/02635140600811569
Drobník, J. (2008). Biotechnologie a společnost. Karolinum.
Duda, H. J., Wahyuni, F. R. E., & Setyawan, A. E. (2020a). Misconception of the biology education students on the concepts of fermentation. Journal of Physics: Conference Series, 1521(4), p. 042006. IOP Publishing. https://doi.org/10.1088/1742-6596/1521/4/042006
Duda, H. J., Wahyuni, F., & Setyawan, A. E. (2020b). Plant biotechnology: Studying the misconception of biology education students. In B. Purnama (Ed.), International Conference on Science and Applied Science, 2296(1). https://doi.org/10.1063/5.0030449
Duda, H. J., Wibowo, D. C., Wahyuni, F. R. E., Setyawan, A. E., & Subekti, M. R. (2021). Examines the misconceptions of students biology education: health biotechnology. Pedagogika, 142(2), 182–199. https://doi.org/10.15823/p.2021.142.10
Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction — A framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe (pp. 13–37). SensePublishers. https://doi.org/10.1007/978-94-6091-900-8 2
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016
Erdo˘gan, M., Özel, M., BouJaoude, S., Lamanauskas, V., U¸sak, M., & Prokop, P. (2012). Assessment of preservice teachers’ knowledge and attitudes regarding biotechnology: Across-cultural comparison. Journal of Baltic Science Education, 11(1), 78–93. https://doi.org/10.33225/jbse/12.11.78
Fonseca, M. J., Costa, P., Lencastre, L., & Tavares, F. (2012a). Disclosing biology teachers’ beliefs about biotechnology and biotechnology education. Teaching and Teacher Education, 28(3), 368–381. https://doi.org/10.1016/j.tate.2011.11.007
Fonseca, M. J., Costa, P., Lencastre, L., & Tavares, F. (2012b). Multidimensional analysis of high-school students’ perceptions about biotechnology. Journal of Biological Education, 46(3), 129–139. https://doi.org/10.1080/00219266.2011.634019
Gurel, D. K., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 988–1008. https://doi.org/10.12973/eurasia.2015.1369a
Harms, U. (2002). Biotechnology education in schools. Electronic Journal of Biotechnology, 5(3), 5–6.
Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34(5), 294–299. https://doi.org/10.1088/0031-9120/34/5/304
Haverlíková, V. (2013). Alternatívne predstavy žiakov vo fyzikálnom poznávaní. FMFI UK.
Held, Ľ., Žoldošová, K., Orolínová, M., Juricová, I., & Kotuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte). Typi Universitatis Tyrnaviensis.
Hewson, P. W. (1992). Conceptual change in science teaching and teacher education [Paper presentation]. Research and Curriculum Development in Science Teaching, under the auspices of the National Center for Educational Research, Documentation, and Assessment, Ministry for Education and Science, Madrid, Spain. https://www.researchgate.net/publication/253300170 Conceptual change in science teaching and teacher education
Chi, M. T., Slotta, J. D., & De Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and instruction, 4(1), 27–43. https://doi.org/10.1016/0959-4752(94)90017-5
Jáč, M., Kopecká, J., Morris, M., & Vránová, O. (2019). Didaktické kazuistiky výuky přírodopisu a biologie. Univerzita Palackého v Olomouci.
Janík, T. (2009). Obecná didaktika. In J. Průcha et al., Pedagogická encyklopedie (pp. 169–183). Portál.
Jelemenská, P., Sander, E., & Kattmann, U. (2003). Model didaktickej rekonštrukcie: Impulz pre výskum v odborových didaktikách. Pedagogika, 53(2), 190–201.
Jiménez-Salas, Z., Campos-Góngora, E., González-Martínez, B. E., Tijerina-Sáenz, A., Escamilla-Méndez, A. D., & Ramírez-López, E. (2017). Basic-education mexican teachers’ knowledge of biotechnology and attitudes about the consumption of genetically modified foods. Biochemistry and Molecular Biology Education, 45(5), 396–402. https://doi.org/10.1002/bmb.21058
Kattmann, U. (2009). Didaktická rekonstrukce: učitelské vzdělávání a reflexe výuky. In T. Janík et al., Možnosti rozvíjení didaktických znalostí obsahu u budoucích učitelů (pp. 17–32). Paido.
Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion. Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18.
Kidman, G. (2010). What is an ‘interesting curriculum’ for biotechnology education? Students and teachers opposing views. Research in Science Education, 40, 353–373. https://doi.org/10.1007/s11165-009-9125-1
Kireš, M., Ješková, Z., Ganajová, M., & Kimáková, K. (2016). Bádateľské aktivity v prirodovednom vzdelávaní. Časť B. Štátny pedagogický ústav.
Kooffreh, M. E., Ikpeme, E. V., & Mgbado, T. I. (2021). Knowledge, perception, and interest regarding biotechnology among secondary school students in Calabar, Cross River State, Nigeria. Biochemistry and Molecular Biology Education, 49(4), 664–668. https://doi.org/10.1002/bmb.21507
Lamanauskas, V., & Makarskait˙e-Petkevičien˙e, R. (2008). Lithuanian university students’ knowledge of biotechnology and their attitudes to the taught subject. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 269–277. https://doi.org/10.12973/ejmste/75349
Lopez, R. C., & Carrau, J. G. (2002). The GMO Regulation in the EU and the Commercial Conflict with the United States [Paper presentation]. EAAE Congress ‘Exploring Diversity in the European Agri-Food System’, Zaragoza, Spain.
Maes, J., Bourgonjon, J., Gheysen, G., & Valcke, M. (2018). Variables affecting secondary school students’ willingness to eat genetically modified food crops. Research in Science education, 48(3), 597–618. https://doi.org/10.1007/s11165-016-9580-4
Mandíková, D., & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Paido.
Meerah, T. S. M., Harail, M. F. A., & Halim, L. (2012). Malaysian secondary school students’ knowledge and attitudes towards biotechnology. Journal of Baltic Science Education, 11(2), 153–163. https://doi.org/10.33225/jbse/12.11.153
Mohapatra, A. K., Priyadarshini, D., & Biswas, A. (2010). Genetically modified food: Knowledge and attitude of teachers and students. Journal of Science Education and Technology, 19, 489–497. https://doi.org/10.1007/s10956-010-9215-x
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group (2009). Preferred reporting itemsfor systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mollett, J., & Cameron, A. (2016). Making a case for epistemological access in biotechnology education in Southern Africa. African Journal of Research in Mathematics, Science and Technology Education, 20(3), 234–243. https://doi.org/10.1080/18117295.2016.1222118
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional science, 11, 183–200. https://doi.org/10.1007/BF00414279
Nakleh, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191–196. https://doi.org/org/10.1021/ed069p191
OECD (2012). OECD Factbook 2013: Economic, Environmental and Social Statistics. OECD Publishing. https://doi.org/10.1787/factbook-2013-en
Özel, M., Erdogan, M., Usak, M., & Prokop, P. (2009). High school students’ knowledge and attitudes regarding biotechnology applications. Kuram Ve Uygulamada Egitim Bilimleri, 9(1), 321–328. https://www.proquest.com/scholarly-journals/high-school-students-knowledge-attitudes/docview/236990425/se-2
Ozgur, S. (2013). The persistence of misconceptions about the human blood circulatory system among students in different grade levels. International Journal of Environmental and Science Education, 8(2), 255–268. https://files.eric.ed.gov/fulltext/EJ1008604.pdf
Paš, M., Vogrinc, J., Raspor, P., Udovč Kneževič, N., & Čehovin Zajc, J. (2019). Biotechnology learning in Slovenian upper-secondary education: Gaining knowledge and forming attitudes. Research in Science & Technological Education, 37(1), 110–125. https://doi.org/10.1080/02635143.2018.1491473
Posner, G. J., Strike, K. A., Hewson, P.W., & Gertzog, W. A. (1982). Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Prokop, P., Lešková, A., Kubiatko, M., & Diran, C. (2007). Slovakian students’ knowledge of and attitudes toward biotechnology. International Journal of Science Education, 29(7), 895–907. https://doi.org/10.1080/09500690600969830
Samani, M. C., Amin, L., & Rezali, N. I. (2011). Using media to educate public on biotechnology. Procedia-Social and Behavioral Sciences, 15, 2360–2364. https://doi.org/10.1016/j.sbspro.2011.04.108
Slavík, J., Janík, T., Najvar, P., & Knecht, P. (2017). Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Masarykova univerzita.
Smith, C. A., Haynes, K. N., Lazarus, R. S., & Pope, L. K. (1993). Search of the “hot” cognitions: attributions, appraisals, and their relation to emotion. Journal of Personality and Social Psychology, 65(5), 916–929. https://doi.org/10.1037/0022-3514.65.5.916
Sneider, C. I., & Ohadi, M. M. (1998). Unraveling students’ misconceptions about the earth’s shape and gravity. Science Education, 82(2), 265–284. https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C265::AID-SCE8%3E3.0.CO;2-C
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231–240. https://doi.org/10.1080/0140528820040302
Suryanti, D., Sinaga, P., & Surakusumah, W. (2018). Improvement of students’ environmental literacy by using integrated science teaching materials. IOP Conference Series: Materials Science and Engineering, 306(1), 012031. https://doi.org/10.1088/1757-899X/306/1/012031
Šorgo, A., & Ambrožič-Dolinšek, J. (2010). Knowlege of, attitudes toward, and acceptance of genetically modified organisms among prospective teachers of biology, home economics, and grade school in Slovenia. Biochemistry and molecular biology education, 38(3), 141–150. https://doi.org/10.1002/bmb.20377
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Üniversitesi E˘gitim Fakültesi Dergisi, 23(23), 259–266.
Trowbridge, J. E., & Wandersee, J. H. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459–473. https://doi.org/10.1002/tea.3660310504
Usak, M., Erdogan, M., Prokop, P., & Ozel, M. (2009). High school and university students’ knowledge and attitudes regarding biotechnology: A Turkish experience. Biochemistry and Eolecular Biology Education, 37(2), 123–130. https://doi.org/10.1002/bmb.20267
Van Dijk, E. M., & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and Teacher Education, 23(6), 885–897. https://doi.org/10.1016/j.tate.2006.05.002
Van Lieshout, E., & Dawson, V. (2016). Knowledge of, and attitudes towards health-related biotechnology applications amongst Australian year 10 high school students. Journal of Biological Education, 50(3), 329–344. https://doi.org/10.1080/00219266.2015.1117511
Veličkovic, V., Jovic, M., Nalic, E., Višnjic, A., Radulovic, O., Šagric, Č., & Ciric, M. (2015). Knowledge, attitudes toward, and acceptability of genetic modification among Western Balkan University students of life sciences (AGREE Study). Journal of the American college of Nutrition, 35(2), 150–162. https://doi.org/10.1080/07315724.2014.1003115
Vlčková, J., Kubiatko, M., & Usak, M. (2016). Czech high school students’ misconceptions about basic genetic concepts: Preliminary results. Journal of Baltic Science Education, 15(6), 738–746. https://doi.org/10.33225/jbse/16.15.738
Walker, J. T. (2021). Middle school student knowledge of and attitudes toward synthetic biology. Journal of Science Education and Technology, 30(6), 791–802. https://doi.org/10.1007/s10956-021-09919-y
Welser, J. R. (1991). An industrial perspective on biotechnology issues. Food Technology, 45(4), 102–109.
Wisch, J. K., Farrell, E., Siegel, M., & Freyermuth, S. (2018). Misconceptions and persistence: Resources for targeting student alternative conceptions in biotechnology. Biochemistry and Molecular Biology Education, 46(6), 602–611. https://doi.org/10.1002/bmb.21176
Witzig, S. B., Freyermuth, S. K., Siegel, M. A., Izci, K., & Pires, J. C. (2013). Is DNA alive? A study of conceptual change through targeted instruction. Research in Science Education, 43(4), 1361–1375. https://doi.org/10.1007/s11165-012-9311-4
Witzig, S. B., Rebello, C. M., Siegel, M. A., Freyermuth, S. K., Izci, K., & McClure, B. (2014). Building the BIKE: Development and testing of the biotechnology instrument for knowledge elicitation (BIKE). Research in Science Education, 44, 675–698. https://doi.org/10.1007/s11165-014-9398-x