Title: The Effect of Student Attitudes on Biotechnology Knowledge, and Skills after Understanding of Current Biotechnology Research and Protocols

Transcription

1 Title: The Effect of Student Attitudes on Biotechnology Knowledge, and Skills after Understanding of Current Biotechnology Research and Protocols Deborah Vasconi Teacher, Department Chair Tarpon Springs High School Bench to Bedside Action Research Proposal SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. SC.912.L Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Also assesses SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8. Target Audience: pre-aice Biology I H, AP Biology Abstract: The purpose of this research process is to assess and study student s preconceived understanding and attitudes about biotechnology without the most current sources and applications then measure if their opinions, attitude, knowledge and skills have changed after participating in a rigorous course of study including case studies, lab activities with biotechnological protocols, interactive PowerPoint presentations, videos and lab simulations. Many students come to the topic of biotechnology with information they have received from non-scientific sources and family which contributes to personal misinformation.

2 Rationale: Biotechnology, as a topic in preaice Biology IH and AP Biology has never been thoroughly investigated in our science curriculum at Tarpon Springs High School. The resources and equipment have been limited for many public high schools and our science teachers have not had the most modern science pedagogy and skills to maintain a rigorous biotechnology study. In addition to supporting the highest levels of scientific literacy for our students, it is also important to prepare our students for their role as citizens, to make well informed, ethical decisions. To successfully introduce biotechnology to students, it is important to uncover their pre-conceived or inherent understanding and attitudes. Globally studied in Australia, Turkey, UK and Taiwan, these studies acknowledged that students don t come to a course in genetics and biotechnology as a blank slate. Evidence of students misinformation has been documented in Australia where students also appeared to be confused about the difference between cloning and genetic engineering. Almost half (48.4%) of the students gave Dolly (the sheep) as an example of cloning. However, more than a quarter (28.7%) of students also gave cloning/ Dolly the sheep as an example of genetic engineering. (Dawson & Sch1beci,2003). A form of a Lickert scale can be used to anonymously measure a student s attitude with other forms of assessment measuring the student s level of scientific literacy. In addition the CRISS strategy, KWL, may also be used in a more open ended assessment of attitude to determine what the student knows and what do they want to learn about biotechnology. The research in other countries indicates attitudes depended upon the type of organism involved and the end product. For example, most pupils in both countries (83 per cent in Taiwan, 80 per cent in UK) agree or strongly agree with genetic engineering of plants (Chen & Raffan, 1999). However, when animals and humans are indicated as research organisms approval drops. This acceptance is helpful the development of future crops and improvement of current food sources; it is in the area of biomedical technology that attitudes need to be more positive. When students were asked whether inserting genes from animal cells into yeast used to make bread is acceptable or not, only 35 per cent (Taiwan) and 23 per cent (UK) found this acceptable. About half the students in both countries (55 per cent in Taiwan, and 50 per cent in the UK) thought it acceptable to change yeast genetically to enhance growth. Acceptance of transgenic biotechnology was later investigated by asking

3 whether the transfer of animal genes was acceptable or not. Students' attitudes towards this were even less positive, with 33 per cent in Taiwan and 29 per cent in the UK rating it as acceptable. The acceptance level was least in both countries when considering the transfer of virus genes, at 26 per cent in Taiwan, and 23 per cent in the UK. ( Chen & Raffan, 1999 ). With an extensive exposure to the correct and modern research, case studies and applications of current biotechnology, I hope students will also include animal and human study protocols. With the improved knowledge level and attitude found after the biotechnology course of study, students will make better informed decision in the future. The best guarantee of responsible and ethical use of biotechnology or any use of science and technology is a well-educated public ( Armstrong & Weber, 1991) The purpose of this study is to monitor and measure student s prior and acquired knowledge, skills and attitudes as they enter and leave a rigorous biotechnology unit. Action Research Intervention: Students will: Begin by assessing their attitude/pre-conceived knowledge by inventory of a Lickert scale with an open ended question to list what they know about biotechnology Measure/assess knowledge baseline by pretest, using Smart Responders (clickers at the beginning of PowerPoint presentation) Become knowledgeable with terms and common biotechnological procedures, i.e. PCR and microarray using vocabulary building activities Discuss various case studies of current research- PowerPoint Investigation of current biotechnological procedures by laboratory activities and simulations. See final selection with final draft. o Pre-AICE Biology : Diagnosing Diabetes/ Creating a Stem Cell Line, Ed heads/ Create a Stem Cell line, Click and Clone, Virtual PCR, Virtual Microarray, The Stem Cell Controversy, Elisa Allergy Array, etc. o AP Biology: Southern Blot- The High Rise Killer, Microarray simulation AP Biology Lab #6, Elisa Allergy Array, Pipetting by Design, PCR/ Transformation Lab Sequence, GMO / Thermal Cycler, etc.

4 AP Biology will study case study The Case of Eric, Lou Gehrig s Disease, and Stem Cell Research (McCain, 2005) Students will discuss ethics of biotechnology( the Stem Cell Controversy) by role play/debate of an assigned opinion after opportunity to discuss/research/ within their role group. Measure skills acquired by rubric and teacher observation. Measure/assess knowledge at end of unit- post test Assess student s attitude by inventory of a Lickert scale with an open ended question after completion of biotechnology unit. Connection to Bench to Bedside summer institute: After attending the Bench to Bedside summer institute, I feel confident to include the most recent information and applications of biotechnology for my students and I will be able to bring equipment and materials to Tarpon Springs High School from the UF equipment locker to engage and increase understanding in my targeted students. I will share the lectures from the experts and share the types of job opportunities form the summer institute. Data Collection and analysis: Data, both quantitative and qualitative will be collected in many forms: I will begin with a Lickert scale to assess student s attitude at the beginning as well as the end of the biotechnology unit. A form of a Lickert scale can be used to anonymously measure a student s attitude with other forms of assessment measuring the student s level of scientific literacy This collected data will be visually represented by graphs. Next, the students will take a Pre-Test to assess their prior knowledge along with the same test at the end of the unit as the Post-test to assess and visually represent learning gains. In addition the CRISS strategy, KWL, may also be used in a more open ended assessment of attitude to determine what the student knows and what do they want to learn about biotechnology. Additionally, I will collect student artifacts representing their efforts in the classroom to synthesize all knowledge they receive. This could be an interactive notebook/journal, or a brochure/ portfolio that may contain open- ended questions. Unit exams and periodic quizzes will also be graded and interpreted. Literature cited:

5 Dawson',V and Schibeci 2, R, Western Australian high School student s attitudes towards biotechnology processes, School of Education, Edith Cowan University, and School of Education, Murdoch University, 2, Perth, Australia, Journal of Biological Education, 2003, 38 (1) McCain, E, The Case of Eric, Lou Gehrig s Disease, and Stem Cell Research, National Center for Case Study Teaching in Science, University of Buffalo, 2005 Chen, S and Raffan, J, Biotechnology: student s knowledge and attitudes in UK and Taiwan, Journal of Biological Education, 1999, 38 (1) 1-5 Armstrong, K. and Weber, K, Genetic Engineering : A Lesson on Bioethics for the Classroom, The American Biology Teacher, May, 1999, 53 (5) Permissions: I will investigate the requirement of permission of administration or parents for the Likert student attitude Pre/Post measurement. Budget and budget justification: $200/ consumable materials for labs, i.e. Bio-Rad Kits or DNA/ Crime Scene Kit, etc. List to be completed in final draft of proposal.

6 Deborah Vasconi September 11, 2011 Tarpon Springs High School Title: What is Therapeutic Cloning? Key Question(s): What are stem cells? What is the origin and use of stem cells? Science Subject: Biology Grade and Ability Level: AP Biology, grades 11 and 12 Science Concepts: Cloning and stem cells Overall Time Estimate: Two class periods of 45 minutes. Learning Styles: Visual, kinesthetic and to a lesser degree auditory. Vocabulary: Nuclear transplantation, reproductive cloning, therapeutic cloning, embryonic stem cells (ES), adult stem cells Lesson Summary: this lab activity will model the use of embryonic stem cells and adult stem cells to treat diseases. Student Learning Objectives with Standards: The student will be able to 1) Demonstrate knowledge of stem cells, the cloning process and the applications of therapeutic cloning. SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues Materials: Stem Cells- Science Take Out-Kit for groups of 2-3 Background Information: Plants were successfully cloned in the 1950 s from a single differentiated cell showing that plant cells can mature into all specialized cell types of the plant and these cells are termed totipotent. But in animal cells the approach to cloning was to use nuclear transplantation, to remove the nucleus of an unfertilized or fertilized egg and replace it with the nucleus of a differentiated cell. In 1997, a new individual, a mammal called Dolly, was produced, which is called reproductive cloning from a donor egg and nuclear transplantation of the nucleus of a differentiated

7 Deborah Vasconi September 11, 2011 Tarpon Springs High School cell. More recently, when cloning one s own cells to treat a disease, it is called therapeutic cloning. Most people believe reproductive cloning is unethical but therapeutic cloning produces varying opinions. Stem cells can also be used to treat disease. Many early embryos contain stem cells capable of giving rise to differentiated embryonic cells of any type. Stem cells can be isolated from early embryos at a stage called the blastocysts stage and are referred to as embryonic stem (ES) cells. ES cells can reproduce indefinitely and differentiate in a variety of specialized cells. The adult body also has adult stem cells which serve to replace non-reproducing specialized cells as need; however, adult stem cells cannot give rise to all cell types like embryonic stem cells. Advanced Preparation: obtain Stem Cells- Science Take Out-Kits and reproduce enough handouts for all individuals. Procedure: 1) Pass out handouts to all individuals. 2) Supply kits to groups of 2-3 students. 3) Allow students two class periods to finish ( blocked periods preferable) 4) Collect used materials in Ziploc bag and completed handouts separately. Assessment Suggestions: 1) Completion of the questions in the lab activity is one form of assessment. 2) Development of essay opportunities or multiple choice questions to measure knowledge gained 3) Use a Pre-Post Test Lickert scale to determine opinion. Resources/ References Biology, 8 th edition, Campbell, Reece, Urry, Benjamin Cummings, 2009

8 The Impact of Understanding of Current Biotechnology Research and Protocols on Student Biotechnology Attitudes, Knowledge, and Skills Begun January 4, 2021 Deborah Vasconi Teacher, Department Chair Tarpon Springs High School

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10 "A" rated by the State of Florida Ranked by Newsweek as one of the top 6% of High Schools in the US Ranked by the Washington Post for the High School Challenge as a top school in the Southern US. Home of the 2010 Bands of America- National Champion "Tarpon Springs Music Ensemble."

11 TSHS Academies & Special Programs Leadership and the Arts Culinary Arts Veterinary Science Cambridge Advanced International Certificate of Education (AICE) Child Care Certification Microsoft and Adobe Certification

12 Jacobson Culinary Arts Academy Provides students hand-on experience and culinary in a brand new culinary building Competitions- local, regional, state Ryan Wells Scholarship Certified, qualified teacher chefs. THE CHEF S REPERTOIRE By Chef Gui Alinat- executive chef

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14 Veterinary Science

15 Goals/ Objectives To measure student s preconceived understanding and opinion about biotechnology To measure change in that understanding and opinion about biotechnology after a comprehensive and thorough study unit. Motivate active student engagement in biotechnology lab activities and simulations.

16 Methods Pre- Formative Assessment Lab Activities Designer Plates Modes of Inheritance Citrus Microarray Experiment PGlo Bacterial Transformation- Bio-Rad Science Take Out Flower Forensics Stem Cells Diagnosing Diabetes

17 Methods cont. Student Debate : Golden Rice Simulation/ virtual lab Lab Center at DNALC Gel Electrophoresis Virtual Lab Video HMMI Potent Biology: Stem Cells, Cloning and Regeneration Harvest of Fear Nova-Stem Cells Breakthrough Nova- Ghost in Your Genes Class Discussion / related chapter study Post- Assessment

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23 Outcomes Informal Observation-students have been actively engaged and demonstrate excitement to be participating in the biotechnology labs. Post Assessment will not occur until February.

24 Assessment Methods Modified Likert document Chapter tests Informal Obsevation

25 Biotechnology Initial Formative Assessment All Students S t u d e n t C h o i c e # s =Yes, 2= Not Sure, 3= No

26 Statement Yes Not Sure No PreAICE Biotechnology makes life easier Biotechnology can provide opportunities for new discoveries The biotechnology/genetic engineering studies with animals are beneficial to people.(humans) Gene transfers from animals to plants can cause plants to obtain features like animals Stem cells can only be extracted from embryos Cloning is an acceptable theory/ practice The animal meats obtained with genetic manipulations can be sold without giving any information to the consumer It is acceptable to produce plants with enriched proteins There are two types of stem cells Transgenic organisms contain risks for nature Stem cells are unspecialized Releasing GM ( genetically modified) organisms to nature without controls contains risks

27 Statement APES Biotechnology makes life easier Biotechnology can provide opportunities for new discoveries The biotechnology/genetic engineering studies with animals are beneficial to people.(humans) Gene transfers from animals to plants can cause plants to obtain features like animals Stem cells can only be extracted from embryos Cloning is an acceptable therapy/ practice The animal meats obtained with genetic manipulations can be sold without giving any information to the consumer It is acceptable to produce plants with enriched proteins There are two types of stem cells Transgenic organisms contain risks for nature Stem cells are unspecialized Releasing GM ( genetically modified) organisms to nature without controls contains risks

28 Statement AP Bio Biotechnology makes life easier Biotechnology can provide opportunities for new discoveries The biotechnology/genetic engineering studies with animals are beneficial to people.(humans) Gene transfers from animals to plants can cause plants to obtain features like animals Stem cells can only be extracted from embryos Cloning is an acceptable therapy/ practice The animal meats obtained with genetic manipulations can be sold without giving any information to the consumer It is acceptable to produce plants with enriched proteins There are two types of stem cells Transgenic organisms contain risks for nature Stem cells are unspecialized Releasing GM ( genetically modified) organisms to nature without controls contains risks

29 What Would you do again? Why/why not? Do the Science Take Out Diagnosing Diabetes later in the year.

30 What would you change? Timing- First Semester Exams came in the middle of this unit.