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: