Genomics and its related technologies (generally called modern biotechnology) is developing at a very high rate of speed both in basic research and applied technology (from medicine to agriculture), having the potential to become one of the most important scientific and technological revolutions of the 21st century. Recent rapid developments in modern biotechnology and genetic engineering have led to an increasingly large gap between what the scientific community understands as the risks and rewards of new products and what greater society understands. As these technologies continue to expand their important role in Western and other societies, there is an obvious need for well informed citizens in those societies, people who have the skills of critical discrimination and the abilities and desire to take part in decisions about biotechnological issues. Thus, in the 21st century, science education should become a bridge between science itself, technology, and the social and environmental contexts in which both science and technology operate. Much research in science education worldwide promotes, as an important goal of science teaching, the scientific and technological literacy of whole populations. This paper deals with the needs and mechanisms of developing biotechnological literacy during students' formative stages.
|Keywords:||Modern Biotechnology, Social Implications of Technology, STSE, Social Constructivism, Education|
PhD Student, Department of Biochemistry and Biotechnology, Insitute of Education Sciences, University Rovira i Virgili, Tarragona, Spain
University Rovira i Virgili, Department of Biochemistry and Biotechnology, Tarragona, Catalonia, Spain
Professor, Faculty of Education., Science Education , Online Education, University Western Ontario, London, Ontario, Canada
Assistant Professor, Department of Biochemistry and Biotechnology , Experimental Sciences Didactics, Universitat Rovira i Virgili, Tarragona, Catalunya, Spain