Ortaokul Öğrencilerinin Biyoteknoloji ve Biyogüvenlik Konularına Yönelik Etik Görüşlerinin İncelenmesi

Year 2023, , 44 - 68, 30.06.2023

Aysun Göcük , Fatma Şahin

https://doi.org/10.52974/jena.1231510

Abstract

Bu çalışma ortaokul 8. Sınıf öğrencilerinin biyoteknoloji ve biyogüvenlik konularına ait görüşlerini etik açıdan incelemeyi amaçlamaktadır. Araştırmanın çalışma grubunu bir devlet okulunda 8. sınıfta öğrenim gören 43 ortaokul öğrencisi oluşturmaktadır. Araştırma nitel araştırma yöntemi kullanılarak gerçekleştirilmiş betimleyici bir çalışmadır. Araştırmada 5 açık uçlu ikilem senaryosundan oluşan etik envanteri kullanılmıştır. Araştırma verileri içerik analizine tabi tutularak incelenmiştir. Araştırmadan elde edilen bulgular, ortaokul 8.sınıf öğrencilerinin çoğunluğunun biyoteknolojik uygulamaların sonuçlarından endişe duyduğunu, ithal tohum kullanımına sıcak bakmadıklarını, tarım ilacı kullanımını desteklemediklerini, insan yaşamını diğer canlıların yaşamından daha değerli bulduklarını, duygularının etik kararlarında etkili olduğunu ve biyogüvenliğin öneminin farkında olduklarını göstermektedir.

Keywords

Etik, Biyogüvenlik, Biyoteknoloji, Fen Eğitimi

Examination of Secondary Students' Ethical Opinions on Biotechnology and Biosafety

Abstract

This study aims to examine the views of secondary school 8th grade students on biotechnology and biosecurity from an ethical perspective. The study group of the research consists of 43 secondary school students studying in the 8th grade in a public school. The research is a descriptive study carried out using the qualitative research method. Ethics inventory consisting of 5 open-ended dilemma scenarios was used in the research. The research data were analyzed by subjecting them to content analysis. The findings obtained from the research show that the majority of secondary school 8th grade students are worried about the results of biotechnological applications, they do not favor the use of imported seeds, they do not support the use of pesticides, they find human life more valuable than the life of other living things, their emotions are effective in their ethical decisions and they are aware of the importance of biosecurity.

Keywords

Ethics, Biosafety, Biotechnology, Science Education

References

• Al-Delaimy, A. (2022). Perspective of ethical issues and challenges of biotechnology in developing country. Malaysian Journal of Public Health Medicine, 22(1), 242-251.
• Bal, R., Keskin Samancı, N., & Bozkurt, O. (2007). University students’ knowledge and attitude about genetic engineering. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 119-126.
• Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-14.
• Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388.
• Barr, M., & Zhang, J. Y. (2010). China: bioethics education, biosecurity, and the rise of its science. Ethics, Education, and the Life Sciences, 115-130.
• Berggren, I., Bégat, I., & Severinsson, E. (2002). Australian clinical nurse supervisors’ ethical decision‐making style. Nursing & health sciences, 4(1‐2), 15-23.
• Bewsell D, Bigsby H, & Cullen R. (2012). Using involvement to understand individual responses to an issue: the case of New Zealand biosecurity. New Zealand Journal of Agricultural Research. 55(1), 73–88.
• Bogdan, R. & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon.
• Borgerding, L. A., Sadler, T. D., & Koroly, M. J. (2013). Teachers’ concerns about biotechnology education. Journal of Science Education and Technology, 22, 133-147.
• Carter, B. E., Conn, C. C., & Wiles, J. R. (2016). Concern about hunger may increase receptivity to GMOs. Trends in plant science, 21(7), 539-541.
• Cediel B, N. M., & Villamil J, L. C. (2004). Occupational biological hazard in veterinary medicine: An area for priority interventions. Revista de salud pública, 6(1), 28-43.
• Dewey, J. (1916). Nationalizing education. Journal of Education, 84(16), 425-428.
• Espinosa González, L., Sánchez Álvarez, M. D. L., Otero Martínez, J., Díaz Velis Martínez, E., & Pineda Montie, M. E. (2012). Propuesta metodológica para desarrollar correctas prácticas bioéticas en estudiantes de Estomatología. Edumecentro, 4(2), 51-62.
• Evans, N. G., Lipsitch, M., & Levinson, M. (2015). The ethics of biosafety considerations in gain-of-function research resulting in the creation of potential pandemic pathogens. Journal of Medical Ethics, 41(11), 901-908.
• Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. The journal of abnormal and social psychology, 58(2), 203.
• Fitzsimons, P. J. (2007). Biotechnology, ethics and education. Studies in Philosophy and Education, 26(1), 1-11. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
• Gandhi, B. M. (2015, Ocak 15). Biosafety, biosecurity and code of ethics. SSPC Research Paper http://www.sspconline.org/sites/default/files/paper_biosecurity_0.pdf
• Gilbert, N. (2001). Writing about social research. Researching social life, 328-344.
• Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30 (4), 233-252.
• Habermas, J. (2014). The future of human nature. John Wiley & Sons.
• Haidar, H., Chouman, M., & Tayeh, P. A. (2014). Attitudes of Lebanese secondary school students and teachers towards biotechnology and its teaching. American Journal of Educational Research, 2(6), 430-435.
• Hanegan, N. L., & Bigler, A. (2009). Infusing authentic inquiry into biotechnology. Journal of Science Education and Technology, 18, 393-401.
• Harfouche, A. L., & Nakhle, F. (2020). Creating bioethics distance learning through virtual reality. Trends in Biotechnology, 38(11), 1187-1192.
• Hoffman, M. L. (1988). Moral development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (pp. 497–548). Lawrence Erlbaum Associates, Inc.
• Holloway, I., & Wheeler, S. (1996). Qualitative research for nurses (pp.115-129). Oxford: Blackwell Science. Johnson, L. E. (1993). A morally deep world: An essay on moral significance and environmental ethics. Cambridge University Press.
• Junker-Kenny, M. (2005). Genetic enhancement as care or as domination? The ethics of asymmetrical relationships in the upbringing of children. Journal of Philosophy of Education, 39(1), 1-17.
• Keskin, M. Ö., Samancı, N. K., & Kurt, İ. (2013). Öğretmen adaylarının güncel etik konular hakkındaki görüşlerinin bazı değişkenler açısından incelenmesi. Yükseköğretim ve Bilim Dergisi, (2), 142-152.
• Kidman, G. (2010). What is an ‘interesting curriculum’for biotechnology education? Students and teachers opposing views. Research in Science Education, 40, 353-373.
• Kirk, J., Miller, M. L., & Miller, M. L. (1986). Reliability and validity in qualitative research. Sage.
• Kumnuanek, O., Aranyawat, U., & Pongsopon, P. (2022). Study of students’ moral reasoning on modern biotechnology applications using bioethics for informed decision modules. Journal of Turkish Science Education, 19(2).
• Lamanauskas, V., & Makarskaitė-Petkevičienė, R. (2008). University students’ knowledge of biotechnology and their attitudes to the taught subject. Eurasia Journal of Mathematics, Science and Technology Education. 4(3), 269-277.
• Laupa, M., & Turiel, E. (1995). Social domain theory. Moral development: An introduction. Allyn & Bacon.
• Leung, K., Shum, M. H., Leung, G. M., Lam, T. T., & Wu, J. T. (2021). Early transmissibility assessment of the N501Y mutant strains of SARS-CoV-2 in the United Kingdom, October to November 2020. Eurosurveillance, 26(1), 2002106.
• Mayring, P., Gümüş, A., & Durgun, S. M. (2011). Nitel sosyal araştırmaya giriş: Nitel düşünce için bir rehber. Bilgesu Yayıncılık.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourceboo. Sage.
• Millî Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Talim ve Terbiye Kurulu Başkanlığı. http://mufredat.meb.gov.tr/Programlar.aspx
• Minehata, M. (2010). An investigation of biosecurity education for life scientists in the Asia-Pacific region. Research Monograph for the Wellcome Trust Project on ‘Building a Sustainable Capacity in Dual Use Bioethics.
• Morales-Nava, L., Sampedro-Rosas, M. L., Gutiérrez-Castillo, A. C., García-Ibáñez, S., Castillo-Elías, B., & Juárez-López, A. L. (2019). A combinatorial program on biosafety and ethics for veterinary students. International Journal of Applied Environmental Sciences, 14(1), 95-105.
• Morgan, D. L. (1996). Focus groups as qualitative research (Vol. 16). Sage publications.
• Mubushar, M., Aldosari, F. O., Baig, M. B., Alotaibi, B. M., & Khan, A. Q. (2019). Assessment of farmers on their knowledge regarding pesticide usage and biosafety. Saudi Journal of Biological Sciences, 26(7), 1903-1910.
• Muneer, S., Kayani, H. A., Ali, K., Asif, E., Zohra, R. R., & Kabir, F. (2021). Laboratory biosafety and biosecurity related education in Pakistan: Engaging students through the Socratic method of learning. Journal of Biosafety and Biosecurity, 3(1), 22-27.
• Nordqvist, O., & Aronsson, H. (2019). It Is time for a new direction in biotechnology education research. Biochemistry and Molecular Biology Education, 47(2), 189-200.
• Özgen, Ö., Emiroğlu, H., Serpen, A. S., & Benlioğlu, B. (2013). Halkın genetiği değiştirilmiş ürünlere/üretilme süreçlerine yönelik algıları ve etik inançları. İletişim Kuram ve Araştırma Dergisi, (37), 309-321.
• Özkan, G., Tepekuyu, H. Z., & Topsakal, Ü. U. (2020). What do students think about bioethics issues and bioethics education in Turkey? Kesit Akademi Dergisi, (23), 1-20.
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
• Peters, M., Ono, Y., Shimizu, K., & Hesse, M. (1997). Selected bioethical issues in Japanese and German textbooks of biology for lower secondary schools. Journal of Moral Education. 26(4), 473-489.
• Polkinghorne, J. C. (2000). Ethical issues in biotechnology. Trends in Biotechnology, 18(1), 8-10.
• Raffensperger, C., & Barrett, K. (2001). In defense of the precautionary principle. Nature Biotechnology, 19(9), 811-812.
• Ram, R. (2020). Engaging young people in science education through socioscientific issues of biosecurity. Kōtuitui: New Zealand Journal of Social Sciences Online, 15(1), 22-37.
• Rusly, N. S., Amin, L., & Zainol, Z. A. (2011). The need for biosafety education in Malaysia. Procedia-Social and Behavioral Sciences, 15, 3379-3383.
• Sevimli Gür C., & Öz, A. (2022). Türkiye’de farklı eğitim düzeylerinde biyoteknoloji eğitiminin önemi. Karaelmas Eğitim Bilimleri Dergisi, 10(1), 62-68
• Sharts-Hopko, N. C. (2002). Assessing rigor in qualitative research. Journal of the Association of Nurses In Aids Care, 13 (4), 84-86.
• Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Delacorte Press.
• Simonneaux, L. (2014). From promoting the techno-sciences to activism–A variety of objectives involved in the teaching of SSIs. Activist Science and Technology Education, 99-111.
• Sture, J. (2013). Moral development and ethical decision-making. On the Dual Uses of Science and Ethics: Principles, Practices, and Prospects, 97-120.
• Sürmeli, H. (2008). Üniversite öğrencilerinin biyoteknoloji ve genetik mühendisliği çalışmaları ile ilgili tutum, bilgi ve biyoetik görüşlerinin değerlendirilmesi, [Yayınlanmamış doctora tezi]. Marmara Üniversitesi, İstanbul, Türkiye.
• Tomas, L., & Ritchie, S. M. (2012). Positive emotional responses to hybridised writing about a socio-scientific issue. Research in Science Education, 42, 25-49.
• Topsakal, Ü. U. (2011). Opinions on genetic engineering studies of primary school students in Turkey. Scientific Research and Essays, 6(2), 229-235.
• Topsakal, Ü. U., & Ceylan, Ö. (2017). Fen bilimleri öğretmenlerinin sahip olduğu biyoetik değer algılarının belirlenmesi. Turkish Studies (elektronik), 12(6), 137-154.
• Trump, B., Cummings, C., Klasa, K., Galaitsi, S., & Linkov, I. (2022). Governing biotechnology to provide safety and security and address ethical, legal, and social implications. Frontiers in Genetics, 13.
• Turgut, D. (2018). Öğretmen adaylarının biyoetik değerleri, bilimsel okuryazarlık ve empati beceri düzeylerinin sınıflar bazında incelenmesi, [Yayınlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi, Denizli, Türkiye.
• Turner, J. H. (2007). Human emotions: A sociological theory. Routledge.
• Wheelahan, L. (2010). Literature review: the quality of teaching in VET. [Unpublished paper]. LH Martin Institute, Melbourne.
• White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library trends, 55(1), 22-45.
• Yaman, H.H. (2011). Argümantasyon Tabanlı Biyoetik Eğitiminde Örnek Bir Uygulama: Genetiği Değiştirlmiş Organizma Ve Genetik Tarama Testi, [Yayınlanmamış yüksek lisans tezi]. Gazi Üniversitesi, Ankara, Türkiye.
• Yener, H. (2019). Fen bilgisi öğretmen adaylarının çoklu durumlarda karar matrisi kullanarak karar verme düzeylerinin incelenmesi. Journal of Human Sciences, 16(3), 871-886. doi:10.14687/jhs.v16i3.5774
• Yıldız, A., Kaya R., & Şahinoğlu, S. (2021). Biyoetik teriminin ortaya çıkışı ve Türkiye’deki yansımaları. Mersin Üniversitesi Tıp Fakültesi Lokman Hekim Tıp Tarihi ve Folklorik Tıp Dergisi, 11(2), 249-257.
• Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science education, 86(3), 343-367.
• Zeybek Ünsal, Ç., (2020). Biyotıpta gelişen teknolojilerdeki etik ve insan hakları sorunları, [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi, İstanbul, Türkiye.