Location, location, location: Positioning biotechnology education for the 21st century

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dc.contributor.author France, Beverly en
dc.date.accessioned 2011-02-03T02:23:04Z en
dc.date.issued 2007 en
dc.identifier.citation Studies in Science Education 43:88-122 2007 en
dc.identifier.issn 0305-7267 en
dc.identifier.uri http://hdl.handle.net/2292/6231 en
dc.description.abstract Analysis of a range of definitions of biotechnology demonstrates that teachers' choices will determine their view of biotechnology along a traditional-modern axis and provide examples of the tensions these positions create. In order for teachers to plan appropriate learning experiences they need to be aware of how biotechnology is perceived in the curriculum, that is as science or technology. The consequences of such positioning decisions are explored in international curriculula. Other positiioning decisions are identified through an analysis of the compoisition of the 'public' for the field. Interpretations of the field will further affect how biotechnology contexts are used. Ultimately, the paper stresses the complexity of the role of the teacher in providing an appropriate educational outcome. Even though there are adequate resources they are not always fully utilised because appropriate positioning decisions have not been made. To realise biotechnology as a context for teaching modern science requires more than content resources. en
dc.publisher Routledge en
dc.relation.ispartofseries Studies in Science Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0305-7267// en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Location, location, location: Positioning biotechnology education for the 21st century en
dc.type Journal Article en
dc.identifier.doi 10.1080/03057260708560228 en
pubs.issue 1 en
pubs.begin-page 88 en
pubs.volume 43 en
dc.rights.holder Copyright: Taylor& Francis (Routledge) en
pubs.end-page 122 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 74526 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2010-09-01 en

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