| Abstrakt: |
This manuscript presents a scoping review of Biotechnology Education Research (BTER) over the last 20 years. BTER during this period primarily focused on attitudes and knowledge, typically using research design methods suitable for addressing questions about frequencies, central tendencies, correlations, and so on. However, to guide the development of educational practices that will increase and sustain students' motivation and interest in science in general and biotechnology in particular, BTER will need to adopt research design methods that support the inference of causal relationships from observations. Research will need to focus on students' interest and motivation, and its relationship with effective teaching and learning of biotechnology in the context of socio‐scientific issues (SSIs). Such a shift will increase interest and motivation in teaching and learning biotechnology and will also help establish and maintain students' interest in Science, Technology, Engineering and Mathematics (STEM) because biotechnology is an important STEM subject. This in turn may encourage students to choose educational and professional careers in science, helping to meet society's current and future needs. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 189–200, 2019. [ABSTRACT FROM AUTHOR] |
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