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

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.