The Presence and Treatment of DNA isolation, PCR and Gel Electrophoresis Techniques in Biology Curricula, Textbooks and University Placement Exams: Are We Keeping up with the Pace of Biotechnology?

Serap Öz Aydın; Nazlı Ruya Taşkın Bedizel

doi:10.30703/cije.1282491

Research Article

DNA izolasyonu, PCR ve Jel Elektroforezi Tekniklerinin Biyoloji Öğretim Programı, Ders Kitapları ve Üniversiteye Giriş Sınavlarındaki Varlığı ve Ele Alınışı: Biyoteknolojinin Hızına Ayak Uydurabiliyor muyuz?

Year 2023, , 1048 - 1065, 26.12.2023

Serap Öz Aydın , Nazlı Ruya Taşkın Bedizel

https://doi.org/10.30703/cije.1282491

Abstract

Biyoteknolojinin temel uygulamalarını anlamak, GDO’lar, adli bilim, biyoinformatik ve COVID-19 pandemisi ile ilgili zorluklara etkili bir şekilde yanıt vermek için son derece önemlidir, bu durum biyoteknoloji eğitiminin önemini vurgulamaktadır. Buna göre, bu çalışma biyoteknolojik tekniklerin (DNA izolasyonu, PCR ve Jel Elektroforezi) biyoloji öğretim programları, biyoloji ders kitapları ve üniversite yerleştirme sınavlarındaki durumunu incelemeyi amaçlamaktadır. Çalışma, nitel durum çalışması araştırma yaklaşımı izlenen bir doküman incelemesi çalışması olarak tasarlanmıştır. 2013 (BP-2013) ve 2018 (BP-2018 ve FBP-2018) Biyoloji Öğretim Programları, ilişkili Biyoloji Ders Kitapları ve Üniversiteye Giriş Sınavlarında (TYT-AYT) (2016-2022) yer alan biyoloji soruları incelenmiştir. BP ve FBP ile ilgili bulgular biyoteknolojik tekniklerin sadece FBP-2018’in kazanım açıklamalarında yer aldığını göstermiştir. Ders kitapları ile ilgili bulgular ise, PCR ve Jel elektroforezini içerdiklerini ancak DNA izolasyonunu içermediklerini ve içeriğin ders kitabı inceleme kriterlerine göre bazı problemler bulundurduğunu göstermiştir. TYT ve AYT’ nin incelenmesi ise biyoteknolojik teknikleri veya soruya doğru yanıt verebilmek için biyoteknolojik tekniklerin bilinmesini gerektiren herhangi bir sorunun bulunmadığını göstermiştir. Sonuç olarak bu araştırma, temel biyoteknoloji tekniklerinin mevcut durumuyla ilgili sorunları ve programların, ders kitaplarının ve üniversiteye giriş sınavlarının biyoteknolojinin hızına ayak uydurmakta zorlandığını vurgulamaktadır. Araştırma, biyoloji öğretim programlarının ve bağlantılı ders kitaplarının biyoteknolojik teknikler açısından güncellenmesini ve bilimsel hatalardan kaçınacak şekilde bir bütünlük içerisinde düzenlenmesini önermektedir. Ayrıca üniversite yerleştirme sınavlarındaki soruların, günümüz biyoteknolojisinin zorlukları ve ilerlemeleriyle ilgili daha fazla soruyu içerecek şekilde gözden geçirilmesini de önermektedir.

Keywords

Biyoloji öğretim programı, biyoloji ders kitapları, üniversiteye giriş sınavları, biyoteknolojik teknikler, DNA izolasyonu, polimeraz zincir reaksiyonu (PZR), jel elektroforezi

References

Acar, B., & Yaman Kasap, M. (2020). Review of the values in biology textbooks of secondary education. Sakarya University Journal of Education, 10(2), 336-349. https://doi.org/10.19126/suje.674502
Acarlı, D. S. (2016). Determining prospective biology teachers’ cognitive structure in terms of “Biotechnology”. Journal of Baltic Science Education. 15(4), 494-505.
Adnan, Y. A. (2015). Ortaöğretim 12. sınıf biyoloji ders kitabında kullanılan analojiler üzerine bir araştırma [A Study on analogies in secondary 12th biology textbook] [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
Ahmad, A., & Mehmood, M. (2022). Alignment between biology curriculum objectives and assessment at higher secondary level. Review of Education, Administration & Law, 5(4), 559-569. https://doi.org/10.47067/real.v5i4.283
Akman, S. B. (2007). Avrupa Birliği’nin biyoteknolojik ürün ve uygulamalara yönelik tüketici politikası ve Türkiye‟nin uyumu [Consumer policy towards biotechnological applications and products in the European Union and harmonisation of Turkey] [Unpublished master's thesis]. Ankara University Institute of Biotechnology, Ankara.
Altun, A., Çelik, S., & Elçin, A. E. (2011). Genetik mühendisliği, biyoteknoloji ve moleküler biyolojiyle ilgili rehber materyallerin öğrenci başarısına etkisi [The effect of guiding materials related to genetics engineering, biotechnology and molecular biology on the success of students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 21-32.
Atav, E., & Morgil, F. İ. (1999). 1974-1997 yıllarında ösym sınavlarında sorulan biyoloji sorularının değerlendirilmesi [Evaluation of biology questions asked in OSYM exams between 1974-1997]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 15, 24-29.
Atherly, A. G. (1999). Student Solutions Manual to Accompany the Science of Genetics. Saunders College Publishing.
Atik, A. D., & Yetkiner, A. (2021). Biyoloji öğretim programı kazanımlarının 21. Yüzyıl becerileri açısından incelenmesi [Investigation on the 21st century skills of biology curriculum]. Trakya Eğitim Dergisi, 11 (2), 745-765. https://doi.org/10.24315/tred.707904
Aydoğan, H. S. (2022). Fen lisesi biyoloji ders kitaplarındaki “enerji” kavramının incelenmesi [Examining the Concept of "Energy" in Science High School Biology Textbooks] [Unpublished master’s thesis]. Necmettin Erbakan University,Konya.
Bilgican Yılmaz, F., Karakoç Topal, Ö., & Öz Aydın, S. (2021). DNA konusunun Web 2.0 araçlarının entegre edildiği laboratuvar yöntemi ile öğretimi [Teaching DNA subject using web 2.0 tools integrated laboratory method]. Journal of Instructional Technologies and Teacher Education, 10(1), 16-36.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Bouakaze, C., Eschbach, J., Fouquere, l. E., Gasser, I., Kieffer, E., Krieger, S., Milosevic, S., Saandi, T, Florentz, C., Mare´, chal-Drouard, & Labouesse, M. (2010) Laboratory Exercises ‘‘OpenLAB’’: A 2-Hour PCR-Based Practical for High School Students. Biochemistry and Molecular Biology Education, 38(5), 296–302.
Boulay, R., Parisky, A., & Campbell, C. (2010). Developing teachers’ understanding of molecular biology: Building a foundation for students. In ASCILITE annual conference/Australian Society for Computers in Learning in Tertiary Education (p. 119). NIH Public Access.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/qrj0902027
Bowlus, R. D., & Grether, S. C. (1996). A Practical polymerase chain reaction laboratory for introductory biology classes. The American Biology Teacher, 58(3), 172–174. https://doi.org/10.2307/4450109
Brancaccio-Taras, L., Mawn, M. V., Premo, J., & Ramachandran, R. (2021). Teaching in a time of crisis: Editorial perspectives on adjusting STEM education to the “new normal” during the COVID-19 pandemic. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2679
Bryce, T., & Gray, D. (2004). Tough acts to follow: The challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26, 717- 733. https://doi.org/10.1080/0950069032000138833
Bustin, S. A., Benes, V., Nolan, T., & Pfaffl, M. W. (2005). Quantitative real-time RT-PCR--a perspective. Journal of Molecular Endocrinology, 34(3), 597-601. http://dx.doi.org/10.1677/jme.1.01755
Cebesoy, U. B., & Öztekin, C. (2018). Genetics literacy: insights from science teachers’ knowledge, attitude, and teaching perceptions. International Journal of Science and Mathematics Education, 16, 1247-1268. https://doi.org/10.1007/s10763-017-9840-4
Çelik, E. C. (2019). Bitki morfolojisi, anatomisi ile sistematiği konularının ortaöğretim biyoloji programındaki yerinin değerlendirilmesi [An assessment of the subjects of plant morphology, anatomy and systematic in high school biology curriculum] [Unpublished master's thesis]. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Çelikkaya, K., Oktay, Ö., Yazar, A., Bayrakçeken, S., & Canpolat, N. (2021). Ortaöğretim biyoloji, fizik, kimya ve fen bilimleri derslerine ait öğretim programlarının marzano taksonomisine göre analizi [analysis of secondary school biology, physics, chemistry and science courses curricula according to marzano taxonomy]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 92-111. https://doi.org/10.17860/mersinefd.716221
Chabalengula, V. M., Mumba, F., & Chitiyo, J. (2011). American elementary education preservice teachers’ attitudes towards biotechnology processes. International Journal of Environmental & Science Education, 6(4), 341-357. https://doi.org/10.1002/bmb.20505
Chen, S., & Raffan, J. (1999). Biotechnology: student's knowledge and attitudes in the LJK and Taiwan. Journal of Biological Education, 34 (1),17-23. https://doi.org/10.1080/00219266.1999.9655678
Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868, https://doi.org/10.1080/09500690601159407
Corbin, J., & Strauss, A. (2013). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles, CA: Sage. https://doi.org/10.4135/9781452230153
Dawson, V., & Schibeci, R. (2003). Western Australian high school students' attitudes towards biotechnology processes, Journal of Biological Education, 38(1), 7-12, https://doi.org/10.1080/00219266.2003.9655889
de Lencastre, A., Thomas Torello, A., & Keller, L. C. (2017). An investigative graduate laboratory course for teaching modern DNA techniques. Biochemistry and Molecular Biology Education, 45(4), 351-359. https://doi.org/10.1002/bmb.21048
Derman, M., & Gürbüz, H. (2018). Environmental education in the science curriculum in different countries: Turkey, Australia, Singapore, Ireland, and Canada. Journal of Education in Science Environment and Health, 4(2), 129-141. https://doi.org/10.21891/jeseh.409495
Drenkard, K., Sakallaris, B., Deyo, P., Abdillahi, S., & Hahn, H. (2021). University COVID-19 surveillance testing center: Challenges and opportunities for schools of nursing. Journal of Professional Nursing, 37(5), 948-953. https://doi.org/10.1016/j.profnurs.2021.07.004
Duda, H. J., Wahyuni, F. R. E., Setyawan, A. E., Supiandi, M. I., & Bustami, Y. (2022). Development of project based biotechnology teaching books. Biosfer: Jurnal Pendidikan Biologi, 15(2), 178-191. https://doi.org/10.21009/biosferjpb.18003
EBA (2018a). Biyoloji 12.Sınıf Etkileşimli Kitaplar [12th Grade Biology Interactive Textbooks] Retrieved from https://ogmmateryal.eba.gov.tr/etkilesimli-kitap/biyoloji?s=9&d=8&u=32&k=0
EBA (2018b) Fen Lisesi Biyoloji 12.Sınıf Etkileşimli Kitaplar [Science High School 12th Grade Interactive Textbooks] Retrieved from https://ogmmateryal.eba.gov.tr/etkilesimli-kitap/fl-biyoloji?s=9&d=19&u=72&k=0 Erasmus, D. J. (2021). DNA barcoding: A different perspective to introducing undergraduate students to DNA sequence analysis. Biochemistry and Molecular Biology Education, 49(3), 416-421. https://doi.org/10.1002/bmb.21492
Et, S. Z., & Gömleksiz, M. (2021). Fen bilimleri, biyoloji ve fizik dersi öğretim programlarinin sosyobilimsel konular açisindan değerlendirilmesi [Evaluation of science, biology and physics curriculum in terms of socioscientific issues]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31(2), 745-756.
Fırat, E. A., & Köksal, M. S. (2019). Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. Computers & Education,135, 61-74.
Fonseca, M. J., Costa, P., Lencastre, L., & Tavares, F. (2012). 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
Gelamdin, R. B., Alias, N., & Attaran, M. (2013). Students’ And Teachers’ Perspectives on Biotechnology Education: A Review on Publications In Selected Journals. Life Science Journal,10(1), 1210-1221.
Genetic Science Learning Center (2003). Gel electrophoresis virtual lab. Retrieved from http://learn.genetics.utah.edu/content/labs/gel/
Genetic Science Learning Center (2006a). DNA extraction virtual lab. Retrieved from http://learn.genetics.utah.edu/content/labs/extraction/
Genetic Science Learning Center (2006b). Colorful electrophoresis. Retrieved from http://learn.genetics.utah.edu/units/activities/electrophoresis/
Gülcan, B. K. (2021). Fen lisesi biyoloji ders kitaplarındaki metaforların, analojilerin ve teleolojilerin incelenmesi [Examination of metaphors, analogies and teleologies in science high school biology textbooks] [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
Gündüz, E., Yilmaz, M., & Çimen, O. (2016). MEB ortaöğretim 10. sınıf biyoloji ders kitabının bilimsel içerik bakımından incelenmesi [The investigation of the 10th year biology text book of National Education Ministry (MEB) as regards to scientific concept]. Bayburt Eğitim Fakültesi Dergisi, 11(2).
Güngör, S. S. (2021). Ortaöğretim biyoloji öğretim programının üreme, çoğalma ve gelişme konuları açısından değerlendirilmesi [Evaluation of secondary school biology curriculum in terms of reproduction and development][Unpublished master's thesis]. Hacettepe University Institute of Educational Sciences, Ankara.
Hagay, G., & Baram-Tsabari, A. (2012). Including students’ voices as engagement with curriculum: Perspectives from a secondary biology course. Canadian Journal of Science, Mathematics and Technology Education, 12, 160-177. https://doi.org/10.1080/14926156.2012.679997
Hanegan, N., & Bigler, A. (2009). Infusing authentic inquiry into biotechnology. Journal of Science Education and Technology, 18(5), 393-401. https://doi.org/10.1007/s10956-009-9155-5
Harms, U. (2002). Biotechnology education in schools. Electronic Journal of Biotechnology 5(3), 205-211. https://doi.org/10.2225/vol5-issue3-fulltext-i03 Henter, H. J., Imondi, R., James, K., Spencer, D., & Steinke, D. (2016). DNA barcoding in diverse educational settings: five case studies. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1702), 20150340. https://doi.org/10.1098/rstb.2015.0340
Hyman, O., Doyle, E., Harsh, J., Mott, J., Pesce, A., Rasoul, B., Seifert, K., & Enke, R. (2019). CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum. CourseSource, 6. https://doi.org/10.24918/cs.2019.10
İrez, S. (2016). Representations of the Nature of Scientific Knowledge in Turkish Biology Textbooks. Journal of Education and Training Studies, 4(7), 196-210. https://doi.org/10.11114/jets.v4i7.1507
Janštová, V., & Rusek, M. (2015). Ways of student motivation towards interest in science. Project-based Education in Science Education, 12, 28-33.
Kidman, G. (2010). What is an ‘interesting curriculum’ for biotechnology education? Students and teachers opposing views. Research in Science Education, 40(3), 353-373. https://doi.org/10.1007/s11165-009-9125-1
Kirkpatrick, G., Orvis, K., & Pittendrigh, B. (2002). GAME: A teaching model for biotechnology. Journal of Biological Education, 37(1), 31–35.
Klop, T., & Severiens, S. (2007). An exploration of attitudes towards modern biotechnology: A study among Dutch secondary school students. International Journal of Science Education, 29(5), 663-679. https://doi.org/10.1080/09500690600951556
Kolonkaya, N. (1990). Biyolojide yeni bir uzmanlaşma alanı-biyoteknoloji [A new specialization area in biology-biotechnology]. Hacettepe Üniversitesi. Eğitim Fakültesi Dergisi Yayınları, 5,103-105.
Krammer, F. (2020). SARS-CoV-2 vaccines in development. Nature, 586, 516–527. https://doi.org/10.1038/s41586-020-2798-3
Kubo, K. (1998). Agarose gel electrophoresis with dyes-teacher guide. Retrieved March 9, 2019, from http://biotech.biology.arizona.edu/labs/Electrophoresis_dyes_teach.html
Kwon, H., & Chang, M. (2009). Technology teachers beliefs about biotechnology and its instruction in South Korea. Journal of Technology Studies,35(1), 67-75. https://doi.org/10.21061/jots.v35i1.a.9
Lázaro-Silva, D. N., De Mattos, J. C. P., Castro, H. C., Alves, G. G., & Amorim, L. M. F. (2015). The Use of DNA Extraction for Molecular Biology and Biotechnology Training: A Practical and Alternative Approach. Creative Education, 06(08), 762-772. https://doi.org/10.4236/ce.2015.68079
Lebrón, R., Ortiz-Atienza, A., Bretones, S., Capel, C., Yuste-Lisbona, F. J., & Cámara-Artigas, A. (2023). Jupyter Notebooks as Computational Thinking Tools for Teaching and Lifelong Learning in Biotechnology. Proceedings of the Erasmus Scientific Days 2022 (ESD 2022), 167-175. https://doi.org/10.2991/978-2-38476-036-7_16
Liebal, U. W., Schimassek, R., Broderius, I., Maaßen, N., Vogelgesang, A., Weyers, P., & Blank, L. M. (2023). Biotechnology Data Analysis Training with Jupyter Notebooks. Journal of Microbiology & Biology Education, 24(1). https://doi.org/10.1128/jmbe.00113-22
Lumpkin, O. J., Déjardin, P., & Zimm, B. H. (1985). Theory of gel electrophoresis of DNA. Biopolymers, 24(8), 1573-1593. https://doi.org/10.1002/bip.360240812
Tsuzuki, M., Asada, Y., Akiyama, S., & Macer, D. (1998). Animal experiments and bioethics in high schools in Australia, Japan, and New Zealand. Journal of Biological Education, 32(2), 119-126. https://doi.org/10.1080/00219266.1998.9655607.
Mahroof, A., & Saeed, M. (2021). Evaluation of question papers by board of intermediate and secondary education using item analysis and blooms taxonomy. Bulletin of Education and Research, 43(3), 81-94.
Marmur, J. (1961). A procedure for the isolation of deoxyribonucleic acid from micro-organisms. Journal of Molecular Biology, 3(2), 208-IN1. https://doi.org/10.1016/s0022-2836(61)80047-8
Martin, P., Muruke, M., Hosea, K., Kivaisi, A., Zerwas, N., & Bauerle, C. (2004). A rapid PCR-RFLP method for monitoring genetic variation among commercial mushroom species. Biochemistry And Molecular Biology Education, 32(6), 390–394. https://doi.org/10.1002/bmb.2004.494032060401
McDonald, J., & Lehman, D. C. (2012). Forensic DNA Analysis. American Society for Clinical Laboratory Science, 25(2), 109-113. https://doi.org/10.29074/ascls.25.2.109.
McMiller, T., Lee, T., Saroop, R., Green, T., & Johnson, C. M. (2006). Middle/high school students in the research laboratory: A summer internship program emphasizing the interdisciplinary nature of biology. Biochemistry and Molecular Biology Education, 34(2), 88-93. https://doi.org/10.1002/bmb.2006.49403402088.
Merta, L., Pinkr, T., & Janštová, V. (2020). A hands-on set for understanding DNA replication, transcription & polymerase chain reaction (PCR). The American Biology Teacher, 82(1), 49-51. https://doi.org/10.1525/abt.2020.82.1.49
Mierdel, J., & Bogner, F. X. (2019). Is creativity, hands-on modeling and cognitive learning gender-dependent? Thinking Skills and Creativity, 31, 91-102. https://doi.org/10.1016/j.tsc.2018.11.001
Miller, M. B. (1994). Practical DNA technology in school. Journal of Biological Education, 28, 203-211. http://dx.doi.org/10.1080/00219266.1994.9655393
MoNE (1998). Lise biyoloji 1,2,3, dersi öğretim programı [High school biology 1,2,3 course curriculum]. Tebliğler Dergisi, Ankara, Sayı: 2485.
MoNE (2013). Ortaöğretim Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=361
MoNE (2018a). Ortaöğretim Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
MoNE (2018b). Ortaöğretim Fen Lisesi Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=363
MoNE (2019). Taslak Ders Kitabı ve Eğitim Araçları ile Bunlara Ait Elektronik İçeriklerin İncelenmesinde Değerlendirmeye Esas Olacak Kriterler ve Açıklamaları [Criteria and Explanations to be Basis for Evaluation in Examining the Draft Course Book and Educational Tools and Their Electronic Contents]. Retrieved from https://ttkb.meb.gov.tr/meb_iys_dosyalar/2019_08/26172658_Kitap_Ynceleme_deg_kriter.pdf
Mulligan, M. J., Lyke, K. E., Kitchin, N., Absalon, J., Gurtman, A., Lockhart, S., Neuzil, K., Raabe, V., Bailey, R., Swanson, K. A., Li, P., Koury, K., Kalina, W., Cooper, D., Fontes-Garfias, C., Shi, P.-Y., Türeci, Ö., Tompkins, K. R., Walsh, E. E.,& Jansen, K. U. (2020). Phase I/II study of COVID-19 RNA vaccine BNT162b1 in adults. Nature, 586(7830), 589-593. https://doi.org/10.1038/s41586-020-2639-4
Mullis, K., Faloona, F., Scharf, S., Saiki, R.,Horn, G., & Erlich, H. (1986). Specific enzymatic amplification of DNA in vitro: The polymerase chain reaction. Cold Spring Harbor Symposia on Quantitative Biology, 51, 263-273. https://doi.org/10.1101/sqb.1986.051.01.032
Nordqvist, O., & Aronsson, H. (2019). It is time for a new direction in biotechnology education research. Biochemistry and Molecular Biology Education, 47(2),189–200. https://doi.org/10.1002/bmb.21214
Orhan, T. Y., & Şahin, N. (2018). The impact of innovative teaching approaches on biotechnology knowledge and laboratory experiences of science teachers. Education Sciences, 8, 213-224.; https://doi.org/10.3390/educsci8040213
Öz Aydın, S., Saçkes, M., Taşkın Bedizel, N. R., & Sıcaker, A. (2022). Development of basic biotechnology knowledge scale (BBKS) with Rasch measurement model. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 16 (2), 354-380. https://doi.org/10.17522/balikesirnef.1217928
Özbuğutu, E. (2021). 2018 İlköğretim ve Ortaöğretim Programlarinda Çevre Konusunun Yeri [The status of environmental concepts in 2018 middle school and high school programs in turkey]. Ekev Akademi Dergisi, 86, 249-268. https://doi.org/10.17753/ekev1914
Özgen, Ö., Güngör, N., Emiroğlu, H., & Taş, A. S. (2007). College Students‟ Opinions about Consumer Education and Information Sources towards Biotechnological Applications and Products. 5th International Conference on Communication and Mass Media, Greece.
Phillips, A. R., Robertson, A. L., Batzli, J., Harris, M., & Miller, S. (2008). Aligning goals, assessments, and activities: an approach to teaching PCR and Gel Electrophoresis. CBE—Life Sciences Education,7, 96–106. https://doi.org/10.1187/cbe.07-07-0052
Pleitner, A. M., Hammons, S. R., McKenzie, E., Cho, Y. H., & Oliver, H. F. (2014). Introduction of molecular methods into a food microbiology curriculum. Journal of Food Science Education 13(4), 68–76. https://doi.org/10.1111/1541-4329.12042
Rybnicky, G. A., Dixon, R. A., Kuhn, R. J., Karim, A. S., & Jewett, M. C. (2022). Development of a freeze-dried crispr-cas12 sensor for detecting wolbachia in the secondary science classroom. ACS Synthetic Biology, 11(2), 835-842. https://doi.org/10.1021/acssynbio.1c00503
Saher, S., & Kashif, N. (2020). Analysis of alignment between national curriculum of education and textbooks at higher secondary level in Punjab-Pakistan. Review of Economics and Development Studies, 6(3), 687-702. https://doi.org/10.47067/reads.v6i3.256
Shah, K., Thomas, S., & Stein, A. (2013). Affordable hands-on DNA sequencing and genotyping: An exercise for teaching DNA analysis to undergraduates. Biochemistry and Molecular Biology Education, 41, 388–395. https://doi.org/10.1002/bmb.20732
Sıcaker, A., & Öz Aydın, S. (2015). Ortaöğretim biyoteknoloji ve gen mühendisliği kavramlarının öğrenciler tarafından değerlendirilmesi [Evaluation of Biotechnology and Genetic Engineering Concepts by Students]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 51-67.
Sitaraman, R. (2012). From bedside to blackboard: the benefits of teaching molecular biology within a medical context. Perspectives in Biology and Medicine, 55, 461-466. https://doi.org/10.1353/pbm.2012.0030
Smith, M. S. (1991). Curriculum and assessment: Some policy issues. Phi Delta Kappan, 72(1), 14-20. Stake, R. E. (1995). The art of case study research. Sage.
Steele, F., & Aubusson, P. (2004). The Challenge in Teaching Biotechnology. Research in Science Education,34,365–387. https://doi.org/10.1007/s11165-004-0842-1
Steggles, A. W. (1987). Teaching biotechnology to medical students: Is there an easy way. The Ohio Journal of Science, 87(5), 158-161.
Suryanti, E., Fitriani, A., Redjeki, S., & Riandi, R. (2019). Virtual laboratory as a media to improve the conceptual mastery of molecular biology. Journal of Physics: Conference Series, 1317(1), 012202. https://doi.org/10.1088/1742-6596/1317/1/012202
Takmaz, S., & Yılmaz, M. (2020). Virüs konusunun ortaöğretim öğretim programlarindaki yeri [Investigation of virus topic in secondary education in terms of curriculums]. Anadolu Öğretmen Dergisi, 4(1), 21-43. https://doi.org/10.35346/aod.728962
Tanır, S. (2005). Çukurova üniversitesi birinci sınıf fen grubu öğrencilerinin "biyoteknoloji ve genetik mühendisliği" konusundaki bilgilerinin değerlendirilmesi [Çukurova university first year science field students knowledge level about "biotechnology and genetical engineering]. [Unpublished master's thesis]. Gazi University Institute of Educational Sciences, Ankara.
Thieman, W. J., & Palladino, M. A. (2013). Introduction to biotechnology. USA: Pearson Education.
Tibell, L. A., & Rundgren, C. J. (2010). Educational challenges of molecular life science: characteristics and implications for education and research. CBE—Life Sciences Education, 9(1), 25-33. https://doi.org/10.1187/cbe.08-09-0055
Tripepi, M., Clear, M., Bondi, J. L., Brunelli, E., & Berardi, A. (2020). From gene to function: a safe laboratory exercise promoting the learning of the central dogma of biology for the undergraduate biology curriculum. Journal of Microbiology & Biology Education, 21(2), 30. https://doi.org/10.1128/jmbe.v21i2.2131
Troupe, G., Peterson, A. M., Golick, D., Turnbull, S., & Lee, D. (2018). Improving genetic engineering secondary education through a classroom-ready online resource. Journal of Agricultural & Food Information, 19 (1), 37-54. https://doi.org/10.1080/10496505.2017.1353915
TUBİTAK (2010). https://www.tubitak.gov.tr/tubitak_content_files//BTYPD/strateji_belgeleri/BT_IK_STRATEJI_BELGESI_2011_2016.pdf
Turan, E. (2019). 9. sınıf, fizik, kimya ve biyoloji ders kitaplarında yer alan etkinliklerin bilimsel sorgulama açısından incelenmesi [Examining the activities in the 9th grade physics, chemistry and biology textbooks in terms of scientific inquiry] [Unpublished master's thesis]. Marmara University.
Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass.
Yang, W., Dang, X., Wang, Q., Xu, M., Zhao, Q., Zhou, Y., Zhao, H., Wang, L., Xu, Y., Wang, J., Han, S., Wang, M., Pei, F., & Wan, Y. (2020). Rapid detection of SARS-CoV-2 using reverse transcription RT_LAMP method. https://doi.org/10.1101/2020.03.02.20030130
Yarden, H., & Yarden, A. (2010). Learning using dynamic and static visualizations: students’ comprehension, prior knowledge and conceptual status of a biotechnological method. Research in Science Education, 40, 375–402. https://doi.org/10.1007/s11165-009-9126-0
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Genişletilmiş Baskı) Ankara: Seçkin Yayınevi.
Yıldırım, O., Kurtuldu, H., & Öz Aydın, S. (2003). Lise 3. sınıf “biyoteknoloji ve genetik mühendisliği” ünitesinin program tasarısı [The curriculum design of the units “biotechnology and genetics engineering” for high school third grade]. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5 (2), 86-110
Yılmaz, B., Üner, A. K., & Ercan, A, (2015) Üniversite öğrencilerinin biyoteknoloji ve genetiği değiştirilmiş gıdalar ile ilgili tutumları. Akademik Gastroenteroloji Dergisi, 14(2), 64-71.
Yilmaz, M., Çimen, O., Karakaya, F., & Adigüzel, M. (2019). Helping students comprehend the needs of living things in their natural habitats through creative drama technique: a musical chair game. International Electronic Journal of Environmental Education, 9(2), 62-72.
Yin, R. K. (2003). Case Study Research Design and Methods (3rd Edition). London: Sage Publications.
Yu, J., Li, C., & Li, G. (2022). Alignment between biology curriculum standards and five textbook editions: a content analysis. International Journal of Science Education, 44(14), 1-20. https://doi.org/10.1080/09500693.2022.2119621
Yüksel, P. (2019). Lise biyoloji ders kitaplarında kullanılan gen kavramları üzerine bir araştırma [A study on the gene concepts used in high school biology textbook] [Unpublished master’s thesis]. Necmettin Erbakan University.

The Presence and Treatment of DNA isolation, PCR and Gel Electrophoresis Techniques in Biology Curricula, Textbooks and University Placement Exams: Are We Keeping up with the Pace of Biotechnology?

Year 2023, , 1048 - 1065, 26.12.2023

Serap Öz Aydın , Nazlı Ruya Taşkın Bedizel

https://doi.org/10.30703/cije.1282491

Abstract

Understanding the basic applications of biotechnology is important in order to respond effectively to challenges related to GMOs, forensic science, bioinformatics, and the COVID-19 pandemic, which highlights the importance of biotechnology education. This study aimed to examine the presence and treatment of biotechnological techniques (DNA isolation, PCR, and Gel Electrophoresis) in biology curricula, aligned biology textbooks, and university placement exams). The study adopted a qualitative case study approach, employing a document analysis method. The researchers used Turkish National Biology Curriculum published in 2013 (BC-2013) and 2018 (BC-2018 and SBC-2018), curricula aligned Biology Textbooks, and University Placement Biology Exam Questions (2016-2022) as documents. The findings, regarding the examination of BC and SBC, showed that the basic biotechnological methods were only included in the explanations of the SBC-2018. Regarding the textbooks, the findings highlighted that 12nd grade textbooks included PCR and Gel Electrophoresis but not DNA isolation. Contents of these textbooks revealed some issues when examined in terms of textbook examination criteria. The biology questions in the university placement exams showed that they did not include biotechnological techniques or did not require knowledge of these techniques to choose the right option. This research highlighted the challenges related to the current state of basic biotechnology techniques and emphasized that curricula, aligned textbooks, and university entrance exams struggled to keep up with the pace of biotechnology. The study suggests updating biology curricula and aligned textbooks in terms biotechnological techniques and organizing them coherently to avoid scientific inaccuracies. It also suggests that the questions on university placement exams be revised to include more questions related to present-day biotechnology challenges and advancements.

Keywords

biology curriculum, biology tetbooks, university placement exams, biotechnological techniques, DNA isolation, polymerase chain reaction (PCR), gel electrophoresis

References

Acar, B., & Yaman Kasap, M. (2020). Review of the values in biology textbooks of secondary education. Sakarya University Journal of Education, 10(2), 336-349. https://doi.org/10.19126/suje.674502
Acarlı, D. S. (2016). Determining prospective biology teachers’ cognitive structure in terms of “Biotechnology”. Journal of Baltic Science Education. 15(4), 494-505.
Adnan, Y. A. (2015). Ortaöğretim 12. sınıf biyoloji ders kitabında kullanılan analojiler üzerine bir araştırma [A Study on analogies in secondary 12th biology textbook] [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
Ahmad, A., & Mehmood, M. (2022). Alignment between biology curriculum objectives and assessment at higher secondary level. Review of Education, Administration & Law, 5(4), 559-569. https://doi.org/10.47067/real.v5i4.283
Akman, S. B. (2007). Avrupa Birliği’nin biyoteknolojik ürün ve uygulamalara yönelik tüketici politikası ve Türkiye‟nin uyumu [Consumer policy towards biotechnological applications and products in the European Union and harmonisation of Turkey] [Unpublished master's thesis]. Ankara University Institute of Biotechnology, Ankara.
Altun, A., Çelik, S., & Elçin, A. E. (2011). Genetik mühendisliği, biyoteknoloji ve moleküler biyolojiyle ilgili rehber materyallerin öğrenci başarısına etkisi [The effect of guiding materials related to genetics engineering, biotechnology and molecular biology on the success of students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 21-32.
Atav, E., & Morgil, F. İ. (1999). 1974-1997 yıllarında ösym sınavlarında sorulan biyoloji sorularının değerlendirilmesi [Evaluation of biology questions asked in OSYM exams between 1974-1997]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 15, 24-29.
Atherly, A. G. (1999). Student Solutions Manual to Accompany the Science of Genetics. Saunders College Publishing.
Atik, A. D., & Yetkiner, A. (2021). Biyoloji öğretim programı kazanımlarının 21. Yüzyıl becerileri açısından incelenmesi [Investigation on the 21st century skills of biology curriculum]. Trakya Eğitim Dergisi, 11 (2), 745-765. https://doi.org/10.24315/tred.707904
Aydoğan, H. S. (2022). Fen lisesi biyoloji ders kitaplarındaki “enerji” kavramının incelenmesi [Examining the Concept of "Energy" in Science High School Biology Textbooks] [Unpublished master’s thesis]. Necmettin Erbakan University,Konya.
Bilgican Yılmaz, F., Karakoç Topal, Ö., & Öz Aydın, S. (2021). DNA konusunun Web 2.0 araçlarının entegre edildiği laboratuvar yöntemi ile öğretimi [Teaching DNA subject using web 2.0 tools integrated laboratory method]. Journal of Instructional Technologies and Teacher Education, 10(1), 16-36.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Bouakaze, C., Eschbach, J., Fouquere, l. E., Gasser, I., Kieffer, E., Krieger, S., Milosevic, S., Saandi, T, Florentz, C., Mare´, chal-Drouard, & Labouesse, M. (2010) Laboratory Exercises ‘‘OpenLAB’’: A 2-Hour PCR-Based Practical for High School Students. Biochemistry and Molecular Biology Education, 38(5), 296–302.
Boulay, R., Parisky, A., & Campbell, C. (2010). Developing teachers’ understanding of molecular biology: Building a foundation for students. In ASCILITE annual conference/Australian Society for Computers in Learning in Tertiary Education (p. 119). NIH Public Access.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/qrj0902027
Bowlus, R. D., & Grether, S. C. (1996). A Practical polymerase chain reaction laboratory for introductory biology classes. The American Biology Teacher, 58(3), 172–174. https://doi.org/10.2307/4450109
Brancaccio-Taras, L., Mawn, M. V., Premo, J., & Ramachandran, R. (2021). Teaching in a time of crisis: Editorial perspectives on adjusting STEM education to the “new normal” during the COVID-19 pandemic. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2679
Bryce, T., & Gray, D. (2004). Tough acts to follow: The challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26, 717- 733. https://doi.org/10.1080/0950069032000138833
Bustin, S. A., Benes, V., Nolan, T., & Pfaffl, M. W. (2005). Quantitative real-time RT-PCR--a perspective. Journal of Molecular Endocrinology, 34(3), 597-601. http://dx.doi.org/10.1677/jme.1.01755
Cebesoy, U. B., & Öztekin, C. (2018). Genetics literacy: insights from science teachers’ knowledge, attitude, and teaching perceptions. International Journal of Science and Mathematics Education, 16, 1247-1268. https://doi.org/10.1007/s10763-017-9840-4
Çelik, E. C. (2019). Bitki morfolojisi, anatomisi ile sistematiği konularının ortaöğretim biyoloji programındaki yerinin değerlendirilmesi [An assessment of the subjects of plant morphology, anatomy and systematic in high school biology curriculum] [Unpublished master's thesis]. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Çelikkaya, K., Oktay, Ö., Yazar, A., Bayrakçeken, S., & Canpolat, N. (2021). Ortaöğretim biyoloji, fizik, kimya ve fen bilimleri derslerine ait öğretim programlarının marzano taksonomisine göre analizi [analysis of secondary school biology, physics, chemistry and science courses curricula according to marzano taxonomy]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 92-111. https://doi.org/10.17860/mersinefd.716221
Chabalengula, V. M., Mumba, F., & Chitiyo, J. (2011). American elementary education preservice teachers’ attitudes towards biotechnology processes. International Journal of Environmental & Science Education, 6(4), 341-357. https://doi.org/10.1002/bmb.20505
Chen, S., & Raffan, J. (1999). Biotechnology: student's knowledge and attitudes in the LJK and Taiwan. Journal of Biological Education, 34 (1),17-23. https://doi.org/10.1080/00219266.1999.9655678
Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868, https://doi.org/10.1080/09500690601159407
Corbin, J., & Strauss, A. (2013). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles, CA: Sage. https://doi.org/10.4135/9781452230153
Dawson, V., & Schibeci, R. (2003). Western Australian high school students' attitudes towards biotechnology processes, Journal of Biological Education, 38(1), 7-12, https://doi.org/10.1080/00219266.2003.9655889
de Lencastre, A., Thomas Torello, A., & Keller, L. C. (2017). An investigative graduate laboratory course for teaching modern DNA techniques. Biochemistry and Molecular Biology Education, 45(4), 351-359. https://doi.org/10.1002/bmb.21048
Derman, M., & Gürbüz, H. (2018). Environmental education in the science curriculum in different countries: Turkey, Australia, Singapore, Ireland, and Canada. Journal of Education in Science Environment and Health, 4(2), 129-141. https://doi.org/10.21891/jeseh.409495
Drenkard, K., Sakallaris, B., Deyo, P., Abdillahi, S., & Hahn, H. (2021). University COVID-19 surveillance testing center: Challenges and opportunities for schools of nursing. Journal of Professional Nursing, 37(5), 948-953. https://doi.org/10.1016/j.profnurs.2021.07.004
Duda, H. J., Wahyuni, F. R. E., Setyawan, A. E., Supiandi, M. I., & Bustami, Y. (2022). Development of project based biotechnology teaching books. Biosfer: Jurnal Pendidikan Biologi, 15(2), 178-191. https://doi.org/10.21009/biosferjpb.18003
EBA (2018a). Biyoloji 12.Sınıf Etkileşimli Kitaplar [12th Grade Biology Interactive Textbooks] Retrieved from https://ogmmateryal.eba.gov.tr/etkilesimli-kitap/biyoloji?s=9&d=8&u=32&k=0
EBA (2018b) Fen Lisesi Biyoloji 12.Sınıf Etkileşimli Kitaplar [Science High School 12th Grade Interactive Textbooks] Retrieved from https://ogmmateryal.eba.gov.tr/etkilesimli-kitap/fl-biyoloji?s=9&d=19&u=72&k=0 Erasmus, D. J. (2021). DNA barcoding: A different perspective to introducing undergraduate students to DNA sequence analysis. Biochemistry and Molecular Biology Education, 49(3), 416-421. https://doi.org/10.1002/bmb.21492
Et, S. Z., & Gömleksiz, M. (2021). Fen bilimleri, biyoloji ve fizik dersi öğretim programlarinin sosyobilimsel konular açisindan değerlendirilmesi [Evaluation of science, biology and physics curriculum in terms of socioscientific issues]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31(2), 745-756.
Fırat, E. A., & Köksal, M. S. (2019). Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. Computers & Education,135, 61-74.
Fonseca, M. J., Costa, P., Lencastre, L., & Tavares, F. (2012). 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
Gelamdin, R. B., Alias, N., & Attaran, M. (2013). Students’ And Teachers’ Perspectives on Biotechnology Education: A Review on Publications In Selected Journals. Life Science Journal,10(1), 1210-1221.
Genetic Science Learning Center (2003). Gel electrophoresis virtual lab. Retrieved from http://learn.genetics.utah.edu/content/labs/gel/
Genetic Science Learning Center (2006a). DNA extraction virtual lab. Retrieved from http://learn.genetics.utah.edu/content/labs/extraction/
Genetic Science Learning Center (2006b). Colorful electrophoresis. Retrieved from http://learn.genetics.utah.edu/units/activities/electrophoresis/
Gülcan, B. K. (2021). Fen lisesi biyoloji ders kitaplarındaki metaforların, analojilerin ve teleolojilerin incelenmesi [Examination of metaphors, analogies and teleologies in science high school biology textbooks] [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
Gündüz, E., Yilmaz, M., & Çimen, O. (2016). MEB ortaöğretim 10. sınıf biyoloji ders kitabının bilimsel içerik bakımından incelenmesi [The investigation of the 10th year biology text book of National Education Ministry (MEB) as regards to scientific concept]. Bayburt Eğitim Fakültesi Dergisi, 11(2).
Güngör, S. S. (2021). Ortaöğretim biyoloji öğretim programının üreme, çoğalma ve gelişme konuları açısından değerlendirilmesi [Evaluation of secondary school biology curriculum in terms of reproduction and development][Unpublished master's thesis]. Hacettepe University Institute of Educational Sciences, Ankara.
Hagay, G., & Baram-Tsabari, A. (2012). Including students’ voices as engagement with curriculum: Perspectives from a secondary biology course. Canadian Journal of Science, Mathematics and Technology Education, 12, 160-177. https://doi.org/10.1080/14926156.2012.679997
Hanegan, N., & Bigler, A. (2009). Infusing authentic inquiry into biotechnology. Journal of Science Education and Technology, 18(5), 393-401. https://doi.org/10.1007/s10956-009-9155-5
Harms, U. (2002). Biotechnology education in schools. Electronic Journal of Biotechnology 5(3), 205-211. https://doi.org/10.2225/vol5-issue3-fulltext-i03 Henter, H. J., Imondi, R., James, K., Spencer, D., & Steinke, D. (2016). DNA barcoding in diverse educational settings: five case studies. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1702), 20150340. https://doi.org/10.1098/rstb.2015.0340
Hyman, O., Doyle, E., Harsh, J., Mott, J., Pesce, A., Rasoul, B., Seifert, K., & Enke, R. (2019). CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum. CourseSource, 6. https://doi.org/10.24918/cs.2019.10
İrez, S. (2016). Representations of the Nature of Scientific Knowledge in Turkish Biology Textbooks. Journal of Education and Training Studies, 4(7), 196-210. https://doi.org/10.11114/jets.v4i7.1507
Janštová, V., & Rusek, M. (2015). Ways of student motivation towards interest in science. Project-based Education in Science Education, 12, 28-33.
Kidman, G. (2010). What is an ‘interesting curriculum’ for biotechnology education? Students and teachers opposing views. Research in Science Education, 40(3), 353-373. https://doi.org/10.1007/s11165-009-9125-1
Kirkpatrick, G., Orvis, K., & Pittendrigh, B. (2002). GAME: A teaching model for biotechnology. Journal of Biological Education, 37(1), 31–35.
Klop, T., & Severiens, S. (2007). An exploration of attitudes towards modern biotechnology: A study among Dutch secondary school students. International Journal of Science Education, 29(5), 663-679. https://doi.org/10.1080/09500690600951556
Kolonkaya, N. (1990). Biyolojide yeni bir uzmanlaşma alanı-biyoteknoloji [A new specialization area in biology-biotechnology]. Hacettepe Üniversitesi. Eğitim Fakültesi Dergisi Yayınları, 5,103-105.
Krammer, F. (2020). SARS-CoV-2 vaccines in development. Nature, 586, 516–527. https://doi.org/10.1038/s41586-020-2798-3
Kubo, K. (1998). Agarose gel electrophoresis with dyes-teacher guide. Retrieved March 9, 2019, from http://biotech.biology.arizona.edu/labs/Electrophoresis_dyes_teach.html
Kwon, H., & Chang, M. (2009). Technology teachers beliefs about biotechnology and its instruction in South Korea. Journal of Technology Studies,35(1), 67-75. https://doi.org/10.21061/jots.v35i1.a.9
Lázaro-Silva, D. N., De Mattos, J. C. P., Castro, H. C., Alves, G. G., & Amorim, L. M. F. (2015). The Use of DNA Extraction for Molecular Biology and Biotechnology Training: A Practical and Alternative Approach. Creative Education, 06(08), 762-772. https://doi.org/10.4236/ce.2015.68079
Lebrón, R., Ortiz-Atienza, A., Bretones, S., Capel, C., Yuste-Lisbona, F. J., & Cámara-Artigas, A. (2023). Jupyter Notebooks as Computational Thinking Tools for Teaching and Lifelong Learning in Biotechnology. Proceedings of the Erasmus Scientific Days 2022 (ESD 2022), 167-175. https://doi.org/10.2991/978-2-38476-036-7_16
Liebal, U. W., Schimassek, R., Broderius, I., Maaßen, N., Vogelgesang, A., Weyers, P., & Blank, L. M. (2023). Biotechnology Data Analysis Training with Jupyter Notebooks. Journal of Microbiology & Biology Education, 24(1). https://doi.org/10.1128/jmbe.00113-22
Lumpkin, O. J., Déjardin, P., & Zimm, B. H. (1985). Theory of gel electrophoresis of DNA. Biopolymers, 24(8), 1573-1593. https://doi.org/10.1002/bip.360240812
Tsuzuki, M., Asada, Y., Akiyama, S., & Macer, D. (1998). Animal experiments and bioethics in high schools in Australia, Japan, and New Zealand. Journal of Biological Education, 32(2), 119-126. https://doi.org/10.1080/00219266.1998.9655607.
Mahroof, A., & Saeed, M. (2021). Evaluation of question papers by board of intermediate and secondary education using item analysis and blooms taxonomy. Bulletin of Education and Research, 43(3), 81-94.
Marmur, J. (1961). A procedure for the isolation of deoxyribonucleic acid from micro-organisms. Journal of Molecular Biology, 3(2), 208-IN1. https://doi.org/10.1016/s0022-2836(61)80047-8
Martin, P., Muruke, M., Hosea, K., Kivaisi, A., Zerwas, N., & Bauerle, C. (2004). A rapid PCR-RFLP method for monitoring genetic variation among commercial mushroom species. Biochemistry And Molecular Biology Education, 32(6), 390–394. https://doi.org/10.1002/bmb.2004.494032060401
McDonald, J., & Lehman, D. C. (2012). Forensic DNA Analysis. American Society for Clinical Laboratory Science, 25(2), 109-113. https://doi.org/10.29074/ascls.25.2.109.
McMiller, T., Lee, T., Saroop, R., Green, T., & Johnson, C. M. (2006). Middle/high school students in the research laboratory: A summer internship program emphasizing the interdisciplinary nature of biology. Biochemistry and Molecular Biology Education, 34(2), 88-93. https://doi.org/10.1002/bmb.2006.49403402088.
Merta, L., Pinkr, T., & Janštová, V. (2020). A hands-on set for understanding DNA replication, transcription & polymerase chain reaction (PCR). The American Biology Teacher, 82(1), 49-51. https://doi.org/10.1525/abt.2020.82.1.49
Mierdel, J., & Bogner, F. X. (2019). Is creativity, hands-on modeling and cognitive learning gender-dependent? Thinking Skills and Creativity, 31, 91-102. https://doi.org/10.1016/j.tsc.2018.11.001
Miller, M. B. (1994). Practical DNA technology in school. Journal of Biological Education, 28, 203-211. http://dx.doi.org/10.1080/00219266.1994.9655393
MoNE (1998). Lise biyoloji 1,2,3, dersi öğretim programı [High school biology 1,2,3 course curriculum]. Tebliğler Dergisi, Ankara, Sayı: 2485.
MoNE (2013). Ortaöğretim Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=361
MoNE (2018a). Ortaöğretim Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
MoNE (2018b). Ortaöğretim Fen Lisesi Biyoloji Dersi 9, 10, 11, ve 12. Sınıflar Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=363
MoNE (2019). Taslak Ders Kitabı ve Eğitim Araçları ile Bunlara Ait Elektronik İçeriklerin İncelenmesinde Değerlendirmeye Esas Olacak Kriterler ve Açıklamaları [Criteria and Explanations to be Basis for Evaluation in Examining the Draft Course Book and Educational Tools and Their Electronic Contents]. Retrieved from https://ttkb.meb.gov.tr/meb_iys_dosyalar/2019_08/26172658_Kitap_Ynceleme_deg_kriter.pdf
Mulligan, M. J., Lyke, K. E., Kitchin, N., Absalon, J., Gurtman, A., Lockhart, S., Neuzil, K., Raabe, V., Bailey, R., Swanson, K. A., Li, P., Koury, K., Kalina, W., Cooper, D., Fontes-Garfias, C., Shi, P.-Y., Türeci, Ö., Tompkins, K. R., Walsh, E. E.,& Jansen, K. U. (2020). Phase I/II study of COVID-19 RNA vaccine BNT162b1 in adults. Nature, 586(7830), 589-593. https://doi.org/10.1038/s41586-020-2639-4
Mullis, K., Faloona, F., Scharf, S., Saiki, R.,Horn, G., & Erlich, H. (1986). Specific enzymatic amplification of DNA in vitro: The polymerase chain reaction. Cold Spring Harbor Symposia on Quantitative Biology, 51, 263-273. https://doi.org/10.1101/sqb.1986.051.01.032
Nordqvist, O., & Aronsson, H. (2019). It is time for a new direction in biotechnology education research. Biochemistry and Molecular Biology Education, 47(2),189–200. https://doi.org/10.1002/bmb.21214
Orhan, T. Y., & Şahin, N. (2018). The impact of innovative teaching approaches on biotechnology knowledge and laboratory experiences of science teachers. Education Sciences, 8, 213-224.; https://doi.org/10.3390/educsci8040213
Öz Aydın, S., Saçkes, M., Taşkın Bedizel, N. R., & Sıcaker, A. (2022). Development of basic biotechnology knowledge scale (BBKS) with Rasch measurement model. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 16 (2), 354-380. https://doi.org/10.17522/balikesirnef.1217928
Özbuğutu, E. (2021). 2018 İlköğretim ve Ortaöğretim Programlarinda Çevre Konusunun Yeri [The status of environmental concepts in 2018 middle school and high school programs in turkey]. Ekev Akademi Dergisi, 86, 249-268. https://doi.org/10.17753/ekev1914
Özgen, Ö., Güngör, N., Emiroğlu, H., & Taş, A. S. (2007). College Students‟ Opinions about Consumer Education and Information Sources towards Biotechnological Applications and Products. 5th International Conference on Communication and Mass Media, Greece.
Phillips, A. R., Robertson, A. L., Batzli, J., Harris, M., & Miller, S. (2008). Aligning goals, assessments, and activities: an approach to teaching PCR and Gel Electrophoresis. CBE—Life Sciences Education,7, 96–106. https://doi.org/10.1187/cbe.07-07-0052
Pleitner, A. M., Hammons, S. R., McKenzie, E., Cho, Y. H., & Oliver, H. F. (2014). Introduction of molecular methods into a food microbiology curriculum. Journal of Food Science Education 13(4), 68–76. https://doi.org/10.1111/1541-4329.12042
Rybnicky, G. A., Dixon, R. A., Kuhn, R. J., Karim, A. S., & Jewett, M. C. (2022). Development of a freeze-dried crispr-cas12 sensor for detecting wolbachia in the secondary science classroom. ACS Synthetic Biology, 11(2), 835-842. https://doi.org/10.1021/acssynbio.1c00503
Saher, S., & Kashif, N. (2020). Analysis of alignment between national curriculum of education and textbooks at higher secondary level in Punjab-Pakistan. Review of Economics and Development Studies, 6(3), 687-702. https://doi.org/10.47067/reads.v6i3.256
Shah, K., Thomas, S., & Stein, A. (2013). Affordable hands-on DNA sequencing and genotyping: An exercise for teaching DNA analysis to undergraduates. Biochemistry and Molecular Biology Education, 41, 388–395. https://doi.org/10.1002/bmb.20732
Sıcaker, A., & Öz Aydın, S. (2015). Ortaöğretim biyoteknoloji ve gen mühendisliği kavramlarının öğrenciler tarafından değerlendirilmesi [Evaluation of Biotechnology and Genetic Engineering Concepts by Students]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 51-67.
Sitaraman, R. (2012). From bedside to blackboard: the benefits of teaching molecular biology within a medical context. Perspectives in Biology and Medicine, 55, 461-466. https://doi.org/10.1353/pbm.2012.0030
Smith, M. S. (1991). Curriculum and assessment: Some policy issues. Phi Delta Kappan, 72(1), 14-20. Stake, R. E. (1995). The art of case study research. Sage.
Steele, F., & Aubusson, P. (2004). The Challenge in Teaching Biotechnology. Research in Science Education,34,365–387. https://doi.org/10.1007/s11165-004-0842-1
Steggles, A. W. (1987). Teaching biotechnology to medical students: Is there an easy way. The Ohio Journal of Science, 87(5), 158-161.
Suryanti, E., Fitriani, A., Redjeki, S., & Riandi, R. (2019). Virtual laboratory as a media to improve the conceptual mastery of molecular biology. Journal of Physics: Conference Series, 1317(1), 012202. https://doi.org/10.1088/1742-6596/1317/1/012202
Takmaz, S., & Yılmaz, M. (2020). Virüs konusunun ortaöğretim öğretim programlarindaki yeri [Investigation of virus topic in secondary education in terms of curriculums]. Anadolu Öğretmen Dergisi, 4(1), 21-43. https://doi.org/10.35346/aod.728962
Tanır, S. (2005). Çukurova üniversitesi birinci sınıf fen grubu öğrencilerinin "biyoteknoloji ve genetik mühendisliği" konusundaki bilgilerinin değerlendirilmesi [Çukurova university first year science field students knowledge level about "biotechnology and genetical engineering]. [Unpublished master's thesis]. Gazi University Institute of Educational Sciences, Ankara.
Thieman, W. J., & Palladino, M. A. (2013). Introduction to biotechnology. USA: Pearson Education.
Tibell, L. A., & Rundgren, C. J. (2010). Educational challenges of molecular life science: characteristics and implications for education and research. CBE—Life Sciences Education, 9(1), 25-33. https://doi.org/10.1187/cbe.08-09-0055
Tripepi, M., Clear, M., Bondi, J. L., Brunelli, E., & Berardi, A. (2020). From gene to function: a safe laboratory exercise promoting the learning of the central dogma of biology for the undergraduate biology curriculum. Journal of Microbiology & Biology Education, 21(2), 30. https://doi.org/10.1128/jmbe.v21i2.2131
Troupe, G., Peterson, A. M., Golick, D., Turnbull, S., & Lee, D. (2018). Improving genetic engineering secondary education through a classroom-ready online resource. Journal of Agricultural & Food Information, 19 (1), 37-54. https://doi.org/10.1080/10496505.2017.1353915
TUBİTAK (2010). https://www.tubitak.gov.tr/tubitak_content_files//BTYPD/strateji_belgeleri/BT_IK_STRATEJI_BELGESI_2011_2016.pdf
Turan, E. (2019). 9. sınıf, fizik, kimya ve biyoloji ders kitaplarında yer alan etkinliklerin bilimsel sorgulama açısından incelenmesi [Examining the activities in the 9th grade physics, chemistry and biology textbooks in terms of scientific inquiry] [Unpublished master's thesis]. Marmara University.
Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass.
Yang, W., Dang, X., Wang, Q., Xu, M., Zhao, Q., Zhou, Y., Zhao, H., Wang, L., Xu, Y., Wang, J., Han, S., Wang, M., Pei, F., & Wan, Y. (2020). Rapid detection of SARS-CoV-2 using reverse transcription RT_LAMP method. https://doi.org/10.1101/2020.03.02.20030130
Yarden, H., & Yarden, A. (2010). Learning using dynamic and static visualizations: students’ comprehension, prior knowledge and conceptual status of a biotechnological method. Research in Science Education, 40, 375–402. https://doi.org/10.1007/s11165-009-9126-0
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Genişletilmiş Baskı) Ankara: Seçkin Yayınevi.
Yıldırım, O., Kurtuldu, H., & Öz Aydın, S. (2003). Lise 3. sınıf “biyoteknoloji ve genetik mühendisliği” ünitesinin program tasarısı [The curriculum design of the units “biotechnology and genetics engineering” for high school third grade]. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5 (2), 86-110
Yılmaz, B., Üner, A. K., & Ercan, A, (2015) Üniversite öğrencilerinin biyoteknoloji ve genetiği değiştirilmiş gıdalar ile ilgili tutumları. Akademik Gastroenteroloji Dergisi, 14(2), 64-71.
Yilmaz, M., Çimen, O., Karakaya, F., & Adigüzel, M. (2019). Helping students comprehend the needs of living things in their natural habitats through creative drama technique: a musical chair game. International Electronic Journal of Environmental Education, 9(2), 62-72.
Yin, R. K. (2003). Case Study Research Design and Methods (3rd Edition). London: Sage Publications.
Yu, J., Li, C., & Li, G. (2022). Alignment between biology curriculum standards and five textbook editions: a content analysis. International Journal of Science Education, 44(14), 1-20. https://doi.org/10.1080/09500693.2022.2119621
Yüksel, P. (2019). Lise biyoloji ders kitaplarında kullanılan gen kavramları üzerine bir araştırma [A study on the gene concepts used in high school biology textbook] [Unpublished master’s thesis]. Necmettin Erbakan University.

There are 110 citations in total.

Details

Primary Language	English
Subjects	Biology Education
Journal Section	Research Article
Authors	Serap Öz Aydın 0000-0002-0635-0728 Nazlı Ruya Taşkın Bedizel 0000-0001-6027-719X
Publication Date	December 26, 2023
Published in Issue	Year 2023

Cite

APA	Öz Aydın, S., & Taşkın Bedizel, N. R. (2023). The Presence and Treatment of DNA isolation, PCR and Gel Electrophoresis Techniques in Biology Curricula, Textbooks and University Placement Exams: Are We Keeping up with the Pace of Biotechnology?. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 1048-1065. https://doi.org/10.30703/cije.1282491

Article Files

Full Text

e-ISSN: 2147-1606