CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Biotechnology is one of the most important scientific revolutions of the twenty first century, with applications that have the potential to revolutionise many industry sectors. The rapid development and applications of biotechnology has triggered many discussions from different academic fields, such as economics, politics, ethical and educational. Parallel to the recent developments in biotechnology, our students need to become more knowledgeable about the social, ethical, and economic implications that surround areas such as genetic engineering, cloning, genetically modified foods, and other aspects of biotechnology (Chen, & Raffan, 1999). Therefore, the topics related to biotechnology has been integrated and embedded in science syllabuses throughout the world.
According to Chen, & Raffan, (1999), biotechnology education in school curriculum is found from elementary level from university level in most countries. In this sense, not only science teachers and elementary school teachers but also secondary biology teachers should have sufficient knowledge level in the biotechnology area. Developments in biotechnology and biotechnological education have had an impact on the Nigerian educational system. Teaching units regarding Biotechnology in the Biology course content were included for the first time in the curricula of 1998. The content and teaching hours of this subject in primary and secondary school curricula improved through the project of re-designing the primary and secondary curricula (Gunter, Kinderlerer, & Beyleveld, 1998).
When students deal with Biotechnology in Science or Biology courses at school they get to know a technology that is on the one hand very old – if we think of techniques of making bread or wine – but that on the other hand – when we think of genetic engineering for example – comprises very new aspects. This “modern” part of biotechnology shows a high potential for solving various problems of our modern world but at the same time it is accompanied by new and especially ethical questions and problems. From the high relevance as well as from the ambivalence of the topic biotechnology a particular responsibility of the science subjects at school concludes. This is the responsibility to – on the one hand – inform the students in a sound way of the scientific and technical aspects of biotechnology and – on the other hand – to qualify them as the decision makers of the future to cope in a reasoned way with the chances and the risks of biotechnology (INRA Europe 1993).
Biotechnology is increasingly playing a role in the daily lives of citizens and so of foremost importance is public understanding of this new technology. This understanding cannot occur without a sound and comprehensive biotechnology education. If people are not educated in this field of science and technology, they cannot have a meaningful participation in the public debates concerning these issues. A biotechnology education is required if students, and thus future citizens, are to be sufficiently informed to be able to effectively engage in public debate. In a contemporary science education, foundation knowledge of biotechnology principles and the related ethical issues are essential for effective engagement in public debate concerning biotechnology.
1.2 STATEMENT OF THE PROBLEM
The teaching of biotechnology within a science education presents teachers with many challenges. The vast volume of information rapidly emerging in biotechnology leads to a number of practical problems in teaching it to science students. Concern initially relates to teacher discipline knowledge, and how teachers will access the new scientific knowledge. Following on from this, and assuming such a discipline knowledge base in the teachers, the teachers are faced with questions about what knowledge is attainable by the students, and what ethical issues relating to biotechnology could be taught. Kahle, & Meece, (1994) opined that teachers need to address how these biotechnology topics can be taught effectively. Biotechnology also presents broader philosophical questions to the teacher and their students, for example, questions concerning the origin of life, and how life itself is defined and to most students, this is so broad and confusing (Leislie, & Schibeci, 2003).
Furthermore, though there is a level of knowledge concerning biotechnology in higher institutions, only a few universities in Nigeria actually offer this course. In most cases, some entry level students are not aware of a discipline like that. It is against this backdrop, that this study is necessitated.
1.3 OBJECTIVES OF THE STUDY
The primary objective of this study is to assess the level of biotechnology education among tertiary education students in Federal University of Otuoke in Bayelsa state. Specifically but not limited to, other objectives of this study are:
i. To determine if there is a biotechnology program in Federal University of Otuoke in Bayelsa state.
ii. To determine if biotechnology is offered as a major course in Federal University of Otuoke in Bayelsa state
iii. To examine the benefits of studying the program in the University.
