Abstract

This study explored how biology teachers utilise their knowledge bases in teaching biotechnology. It specifically addressed five objectives: understanding the teachers' content knowledge of biotechnology; identifying topic-specific teaching strategies used in biotechnology; examining the teachers' awareness of students' conceptions and learning difficulties in biotechnology; evaluating the methods used by teachers to assess students' understanding of biotechnology concepts; and assessing how teachers integrate the biotechnology curriculum in lesson planning and delivery. Adopting an interpretivist paradigm, the study aimed to capture the teachers' experiences with biotechnology education. The sample consisted of three biology teachers from three schools. Data were collected using a biotechnology test, content representations, interviews, and lesson observations. Document analysis of various curriculum documents was employed to triangulate the data. The findings revealed that the biology teachers had insufficient content knowledge and struggled to connect biotechnology concepts with students' prior learning in genetics and reproduction. Additionally, teachers demonstrated a lack of familiarity with instructional strategies and assessments specific to biotechnology. The study highlighted a reliance on textbooks for content knowledge and teaching strategies, noting that some textbooks lacked illustrations and activities to stimulate critical thinking. Effective teaching of abstract biotechnology concepts requires the proper use of topic-specific PCK components. The study recommends that curriculum developers ensure textbooks include comprehensive content with clear illustrations and activities aligned with the syllabus.

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School	: School of Education
Issued Date	: 2025

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