Biotechnology in the High School Biology Curriculum: The Future Is Here!

Abstract

G ENE cloning, genetic engineering, gene splicing, recombinant DNA, and human genome are buzzwords of perhaps the most exciting era in human and scientific history-the biotechnology era (Micklos 1990). Biotechnology has very quickly become an important subject for biology teachers to include in their courses. Leading authorities in the teaching of biotechnology have, through their research and experience, reported what a student should know about biotechnology and its importance to general science literacy. While most educators agree that students should be exposed to the marvels of modem biology, teachers are concerned as to where such units will fit in an already overcrowded list of course objectives (Dixon 1988). Johnson (1989) emphasized that in addition to knowing the history of biotechnology, the high school graduate should have at least a conceptual knowledge of the molecules of life. The student should know that the proteins, of which living matter are constructed, are composed of amino acids according to a transferable code preserved in molecules of DNA. Such knowledge is needed to understand the modern technologies used to build products and processes based on molecular biology. Steggles (1987) believes that the incorporation of biotechnology into the school curriculum is a necessity if this most recent and promising technology is to achieve its maximum potential through intelligent decision making. The search of literature currently shows no clear direction for the infusion of biotechnology into the high school biology curriculum. I determined that a study, based on a survey of biology teachers about biotechnology in the high school biology curriculum, was both necessary and timely. The study's intent is to make available information regarding the perceptions these teachers have as to the appropriate content areas in biotechnology for a high school biology curriculum and the instructional methods that would best convey this information. Biology teachers can then appropriately infuse the specific areas into the course objectives to fit their individual class situations. Personal information about each participant was also gathered and correlated with the survey results to determine how the amount of biotechnology training and the moral/ethical belief in biotechnology influence its implementation into the high school biology curriculum. The research design for the study was a descriptive survey collected from Outstanding Biology Teacher Award (OBTA) recipients throughout the U.S. and Canada. The National Association of Biology Teachers (NABT) provided lists of winners for the past five years that included 250 biology teachers. The fiveyear period represents the time biotechnology publications have been written for the high school biology curriculum. Although the OBTA winners may not be typical of all high school biology teachers in the country, teachers who are members of professional organizations and award winners are excellent change agents for innovations. These teachers show an exceptional desire to keep abreast of the new materials in their subject disciplines (Tye 1981). Therefore, it was assumed that OBTA winners had some experience or knowledge of the biotechnology movement in biology, especially noting the NABT involvement in biotechnology education.