Özel Yetenekli Lise Öğrencilerinin Genetik ve Biyoteknoloji Uygulamalarına Yönelik Biyoetik Yaklaşımlarının 21. Yüzyıl Becerileri ve Temel Bilimsel Okuryazarlık Becerileri Açısından İncelenmesi

Abstract

Bu çalışmada, özel yetenekli lise öğrencilerinin genetik ve biyoteknoloji uygulamalarına yönelik biyoetik yaklaşımlarının incelenmesi ve bu yaklaşımlarının temel bilimsel okuryazarlık becerileri ve 21. yüzyıl becerileri açısından değişip değişmediğinin belirlenmesi amaçlanmıştır. Bu amaçla çalışmada nicel araştırma yöntemi ile genel tarama modeli içerisinde yer alan ilişkisel model kullanılmıştır. Çalışma, 2021-2022 eğitim-öğretim yılı güz döneminde İstanbul ili Üsküdar ilçesinde bulunan Araştırma Geliştirme Eğitim ve Uygulama Merkezi Lisesi’ndeki tanılanmış 107 özel yetenekli öğrenci ile gerçekleştirilmiştir. Çalışmada uygulama için etik izinleri alınan biyoetik yaklaşım ölçeği, temel bilimsel okuryazarlık ölçeği ve 21. yüzyıl becerileri ölçeği uygulanmıştır. Verilerin analizinde betimsel istatistiğin yanı sıra kategorik değişkenler arası ilişkinin var olup olmadığını ortaya koymak üzere ki-kare testi yapılmıştır. Araştırma sonucunda, öğrencilerin genetik ve biyoteknoloji uygulamalarının bir kısmında kararsız kaldıkları, buna karşın çoğunlukla destekledikleri belirlenmiştir. Benimsenen biyoetik yaklaşımlara bakılırsa en fazla hak yaklaşımı, ardından yarar yaklaşımı gelmiştir. Bu iki yaklaşımdan sonra ise bilim temelli yaklaşım yer almıştır. Ayrıca öğrencilerin bu yaklaşımları benimsemesinde temel bilimsel okuryazarlık becerileri ile 21. yüzyıl becerilerinin etkisinin bulunduğu sonucuna ulaşılmıştır. Bu sonuçlara dayanarak özel yeteneklilerin eğitiminde 21. yüzyıl becerileri ile temel bilimsel okuryazarlık becerilerinin dahil edildiği bir öğretimsel modelin geliştirilmesi ile öğretim süreçlerinde genetik ve biyoteknoloji uygulamalarının artırılması gerektiği önerilmiştir.

Keywords

• Biyoetik
• Özel yetenekli öğrenciler
• Lise
• Bilimsel okuryazarlık
• 21. yüzyıl becerileri

An Investigation of Gifted High School Students’ Bioethical Approaches to Genetics and Biotechnology Applications in terms of 21st Century Skills and Basic Scientific Literacy Skills

Abstract

In this study, it is aimed to examine the bioethics approaches of gifted high school students towards genetic and biotechnology applications and to determine whether these approaches have changed in terms of basic scientific literacy skills and 21st century skills. For this purpose, the quantitative research method and the relational model included in the general survey model were used in the study. The study was carried out with 107 gifted students in the Research, Development Education and Application Center High School in Üsküdar, İstanbul, in the fall semester of the 2021-2022 academic year. In the study, the bioethics approach scale, basic scientific literacy scale and 21st century skills scale, for which ethical permissions were obtained, were applied. In the analysis of the data, the chi-square test was used to reveal whether there is a relationship between categorical variables as well as descriptive statistics. As a result of the research, it was determined that the students were undecided in some of the genetic and biotechnology applications, but they mostly supported them. Judging from the bioethical approaches adopted, the right approach was the most followed, followed by the benefit approach. After these two approaches, the science-based approach took place. In addition, it has been concluded that basic scientific literacy skills and 21st century skills have an effect on students' adoption of these approaches. Based on these results, it has been suggested that genetic and biotechnology applications should be increased in teaching processes by developing an instructional model that includes 21st century skills and basic scientific literacy skills in the education of gifted students.

Keywords

• Bioethics
• Gifted
• High school
• Scientific literacy
• 21st century skills

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