Evaluation of Science Teacher Candidates' Knowledge and Views on Biotechnology Education

1. Introduction

The accumulation of knowledge that has increased throughout the history of humanity has also enabled the advancement of technology (Uzunboylu et al, 2018). This advancement in technology has affected and shaped human life and societies, (Tezer et al, 2020). The most important role in the development of countries is the development in the field of science and the transformation of these developments into technology (Thrift, 2005).

Modern biotechnology, which enables problem-solving and producing products with the use of organisms and cells, is advancing at a dizzying pace in terms of the time we live in (James,2012). Due to these advances, education in science (Meno et al, 2021; Christian et al 2021) and biotechnology, is becoming increasingly important (Zhu et al, 2020) to catch up with developing technologies and integrate them into our lives (Skinner, 2018; Dicks et al, 2021).

Biotechnology is on its way to becoming the most important scientific revolution of the current century (Campbell & Reece, 2005; Kumar et al, 2022). Humans have used microorganisms, plants, and animals for many years, but the development of biotechnology allows us to genetically modify organisms with new methods and use the products of these organisms to raise our standard of living (Sahu, 2019). Applications from hundreds of years ago, such as the use of microbes in cheese and wine production and the selective production of farm animals, are examples of biotechnology (Curtis & Wilkinson, 2001).

Biotechnology provides opportunities to solve many problems we encounter in our lives (Meisner et al, 2022; Stalidzans & Dace, 2021). It creates opportunities for business development and profit in a wide range of industries, including healthcare, chemical production, agriculture and forestry, fuel and power generation, food technology, and pollution control (Bhatia, 2005). Biotechnology, which was originally developed for humans, plants, and animals to achieve a better quality of life, has been a concern today. Because they are dangerous because of the possibility of unforeseen harm or misuse of this technology. Therefore, the effects of biotechnology on the environment and human health raise concerns in terms of religious and moral values (Pathak, 2007).

The field of biotechnology education is quickly evolving, necessitating a robust comprehension among prospective scientific educators. This research seeks to evaluate the knowledge and viewpoints of prospective science teachers regarding biotechnology, focusing specifically on their readiness to teach and incorporate modern biotechnological concepts in the classroom.

Recent studies underscore the significance of biotechnology education in teacher training programs. Aydin and Cetin (2020) assert that prospective science and classroom instructors possess varying levels of knowledge and attitudes toward biotechnology, highlighting the necessity for programs that foster a more profound comprehension of this essential domain. The variance in knowledge levels prompts significant inquiries regarding the readiness of these individuals to proficiently instruct biotechnological principles. Furthermore, Alanazi & Fayadh, (2023) observed that Saudi students and science educators had a deficient comprehension of biotechnology ideas, suggesting pervasive deficiencies in biotechnological literacy that must be addressed within educational institutions.

The incorporation of technology into education is a crucial element in the preparation of teacher candidates for modern classrooms. Firat et al., (2019) shown that instruction enhanced by Web 2.0 tools has augmented the biotechnology literacy of prospective educators. This discovery demonstrates the potential of digital tools to enhance candidates' knowledge, which can later influence their teaching effectiveness. While technology can enhance the educational process, its successful deployment relies on a robust understanding of technical pedagogical content knowledge (TPACK). (Irmak et al, 2019) investigated pre-service science teachers' opinions of TPACT in genetics, emphasizing a crucial connection between teacher preparation and the integration of contemporary scientific concepts into their instructional frameworks.

In addition to technological proficiency, pedagogical approaches significantly influence the instruction of biotechnology. Hursen (2021) examined a problem-based learning approach facilitated by web 2.0 tools and its beneficial impact on academic achievement and critical thinking abilities among teacher educators. This method engages students and equips them to address real-world scientific challenges, ensuring they can proficiently convey intricate biotechnology concepts to their future pupils.

The incorporation of the argumentation-based survey inside the program influences the approach of teacher candidates to biotechnology education. Sonmez et al. (2021) noticed that activities derived from this teaching style have significantly enhanced the critical thinking skills of teacher educators, a vital competency for navigating the complexities of biotechnology. These pedagogical tactics promote student engagement with socio-scientific issues, which are increasingly pertinent in educational discussions. (Sibic et al, 2020) observed that pre-service science instructors exposed to socio-scientific problems exhibit enhanced engagement in conversations about biotechnology, hence fostering a more knowledgeable generation.

With the evolution of the educational landscape, particularly due to the emergence of Industry 4.0, it is imperative to modify teacher training programs to incorporate pertinent bio-technology principles. (Sari & Wilujeng, 2020) advocate for a transformation in educational paradigms to incorporate biotechnology, positing that the assimilation of contemporary scientific advancements can enhance the preparedness and significance of educators in the classroom. This aligns with a global necessity for ongoing professional development among scientific educators to guarantee they stay current with biotechnology advancements.

The opportunities for project learning indicate the trends influencing the methodologies of teacher education applicants. (Mirici et al, 2019) examined perspectives and self-efficacy among educators participating in project training, emphasizing that hands-on experiences enhance candidates' readiness for future educational problems, particularly in areas like biotechnology. The results indicate that exposure to experiential learning opportunities may significantly enhance the confidence and competence of teacher candidates in delivering bio-technology content.

The requirements for professional growth also encompass the wider educational framework. (Smalley et al, 2019) emphasized the perceived necessity for professional development among agricultural education teachers in schools, highlighting the requirement for specialized training in areas such as biotechnology. This underscores the necessity of ongoing tutoring for teacher candidates, assuring their preparedness to address modern issues related to teaching biotechnology topics.

The requirements for professional development also encompass the broader educational framework. Smalley et al. (2019) emphasized the perceived need for professional development among agricultural education teachers in schools, emphasizing the need for specialized training in areas such as biotechnology. This highlights the need for ongoing tutoring for pre-service teachers and ensures that they are prepared to address modern issues related to teaching biotechnology topics. For these reasons, determining the biotechnology knowledge entry behaviors of science education students entering university should be considered a research gap as a priority.

1.3. Purpose of the Research

The purpose of this research is to evaluate science teacher candidates’ knowledge and views on biotechnology and biotechnology education. In accordance with the purpose of the study, answers were sought to the following questions:

• What is the biotechnology knowledge level of teacher candidates?
• Is there a difference in biotechnology and knowledge levels of teacher candidates based on their gender?
• Is there a difference in the biotechnology knowledge levels of teacher candidates depending on the grade they study in?
  • What is the status of science teacher candidates receiving biotechnology education?
  • What is the situation of science teacher candidates finding biotechnology useful?
  • What are the views of science teacher candidates about the benefits of biotechnology?
  • What are the views of science teacher candidates about the harms of biotechnology?
  • What are the views of science teacher candidates on the importance of educating teacher-biologists for biotechnology education?

2. Materials and Methods

2.1. Research Method

In this study, it was tried to determine the opinions of science teacher candidates about the importance of educating teachers-biologists for biotechnology education. Qualitative research and phenomenology design were used in the study. Studies carried out with phenomenology design are studies in which the meaning attributed to the experiences of a relatively limited number of participants is examined and this meaning is described (Stolorow & Atwood, 2018). In this direction, the meaning attributed to this experience by the science teacher candidates, who have a certain experience in biotechnology, was described according to their own perspectives. For this reason, it was found appropriate to use the phenomenology method in our research.

2.2. Participants

Survey Research Participants

The Sample of the study consisted of science teacher candidates studying in the department of science teaching at a university in Kazakhstan in the 2024–2025 academic year. Table 1 contains data on the gender of science teacher candidates.

In Table 1, of the prospective teachers who participated in the survey research, 50.5% were female and 49.5% were male. It is seen that the gender distribution is equal.

Qualitative Research Participants

In Table 2, demographic distributions of science teacher candidates participating in the research regarding their gender is given.

In Table 2, gender distributions of science teacher candidates participating in the qualitative research are given. Of the science teacher candidates participating in the study, 20 were female and 16 were male.

2.3. Data Collection Instruments

Biotechnology Knowledge Scale

Following the literature analysis performed in this study, (Atasoy et al, 2020) determined to utilize the "biotechnology knowledge scale (BKS)." The initial version of the scale comprises 17 items designed to assess students' comprehension of biotechnology concepts linked with the curriculum. The Cronbach's alpha reliability coefficient for BKS is calculated at .770, indicating a strong level of consistency.

Language Equivalence Study: The BKS, translated into Kazakh, was initially rendered from its original language by proficient linguists fluent in both languages. All translation operations were executed concurrently by two linguistic specialists. The Kazakh translation of the scale form was reverted to its original language after two weeks. Efforts were made to guarantee that the translation had the same meaning as the original text. The objective was to guarantee uniformity across the translations produced by two language specialists, with a two-week gap between each translation. Moreover, the translations were meant to faithfully convey the meanings of the items in the original version, so, preserving the scale's structure in relation to the construction was supposed to measure. Ultimately, two weeks later, two specialists translated the scale from their native language back into Kazakh and produced the final Kazakh version of the scale.

Pilot application: At this phase, a pilot sample group of 98 candidates for biology teaching was established. The sample size of 98 students satisfies the requirement of being a minimum of five times the number of items necessary for analytical investigations, hence ensuring the statistical validity of the analysis (Ritchie et al, 2013). Cronbach’s alpha reliability coefficient for BKS is computed to be .86.

The Semi-Structured Interview Form

The data of the research were collected through face-to-face interviews with the ‘semi-structured interview forms developed by the researcher in accordance with the purpose of the study. The interview form created by the researchers based on the relevant literature and the questions in the form was submitted to the opinions of three experts, two of whom work in the field of faculty of education science professor, one in the field of measurement and evaluation professor and other is biology professor. Qualitative research was determined as a criterion in the determination of these experts. The interview form, which was finalized based on expert opinions, was presented to a faculty member working in the field of language and literature to evaluate its suitability in terms of language and expression, and the form was given its final form. The semi-structured interview form prepared by the researcher is included at the end of the research in the form of Appendix A.

2.4. Data Collection Process

In the process of preparing scientific research, it is important to comply with ethical rules and to produce information that is valid and reliable (Ritchie et al, 2013). In this study, ethical rules were followed in the creation of data collection tools and in the process of recording the data. After explaining the purpose of the research to the participants, the participants were asked to participate in the research voluntarily by obtaining their consent with 'informed consent forms. Students were asked in both data collection tools whether they had received biotechnology training before. It was explained to the students that the training included seminars, workshops, sections within the course, conferences, and similar activities, regardless of the duration.

Biotechnology and Knowledge Scale was applied by the researchers with the permission of the instructor who had the course. A total of 30 minutes was given to the students. First-year science education students were asked to carefully mark the most correct answer on the given answer sheet without writing their names.

After a certain period, the semi-structured interview form was applied. The interviews were recorded with a voice recorder. In addition, in terms of respect for private life and not harming private life during the interview, attention was paid to not reveal the identity information and to give each participant a place with codes such as A1, A2, A3, and to keep the interview records confidential and not to be shared with third parties. After all the interviews were finished, the audio recordings were listened to and transcribed in Microsoft Word. The interviews lasted approximately 35 minutes. The interviews were conducted in the form of individual interviews in the conference hall of the school, in a time frame determined by all participants in a way that would not affect the courses of the science teacher candidates. Data was collected over a month period.

2.5. Data Collection Analysis

Biotechnology Knowledge Scale: The data obtained from the scale were made using the SPSS statistical analysis program. While the incorrect answers given by the prospective teachers were coded with 1, the correct answers were coded with 2. The data obtained were made using frequency (f), percentage (%), mean, and independent t-test data analysis techniques.

The semi-structured interview analysis: In the analysis of the data in our study, induction and analysis technique was used to reach detailed findings to evaluate the views of science teacher candidates about their biotechnology education status. Inductive analysis is the categorization of data through coding, revealing the relationships between categories and forming common themes and sub-themes (Patton, 1990). The transcription of the data, the accuracy of the transcripts, the preparation of the indexes, and reliability studies were carried out. Before the data analysis, three experts from the field took part voluntarily to carry out the reliability study of the research. To ensure the reliability of the interviews, audio cassettes, and written interview forms were selected.

In the study, three experts independently listened to the recordings given to them, read the transcripts, and wrote the descriptive index and interviewer comments sections. Afterwards, the researcher and other experts came together and made comparisons. In cases where consistency was not achieved, consistency was achieved after the common ideas of the researchers and experts. After the forms were finalized, page numbers were given to the data, coding of the data, duplication of the coded data, creation of the data constituting the themes and sub-themes, matching of the themes and sub-themes, reading the themes and sub-themes, and making necessary corrections. In terms of the reliability of the study, common themes, and sub-themes were decided and given in tables with frequency and percentage calculations. In addition, the views of the participants supporting the themes are included under each table by directly quoting along with their codes.

3. Results

3.1. Biotechnology Knowledge

Results of Biotechnology Knowledge

Descriptive statistical results obtained from the Biotechnology Knowledge Scale are given in Table 3.

Table 3 shows that science education teacher candidates received the lowest score of 17 and the highest score of 32 from the Biotechnology Knowledge Scale. However, the highest score that can be obtained from this measurement tool is 34. When we look at the general average, it is seen that the students received a score (M = 21.45, SD = 3.52) below the average score (M = 25.5). According to this result, it can be said that the Biotechnology knowledge level of first-year science education teacher candidates is below the expected average and is at a low level.

Gender Differences

The independent samples test analysis results of the averages obtained by science education teacher candidates from the "biotechnology knowledge scale" according to their gender can be seen in Table 4.

Table 4 shows that there is a statistically significant difference between female (M=21.92, SD=3.50) and male (M= 21.06, SD=3.50) in the scores obtained from the "biotechnology knowledge scale" according to gender (p<0.05).

Difference in Getting Education

The independent samples test analysis results of the averages obtained by science education teacher candidates from the "biotechnology knowledge scale" according to difference in getting education can be seen in Table 5.

Table 5 shows that there is a statistically significant difference between no (M=19.61, SD=2.03) and yes (M= 24.45, SD=3.33) replied in the scores obtained from the "biotechnology knowledge scale" according to getting education (p<0.001).

3.2. Results of the Semi-Structured Interview Form

Science teachers on the questions asked to determine the importance of educating teachers-biologists for biotechnology education

Science teacher candidates who participated in the research voluntarily were gathered in five categories: their views on biotechnology education, their opinions on whether they find biotechnology useful, their views on the benefits of biotechnology, their views on the harms of biotechnology, and their views on the importance of educating teachers-biologists for bio-technology education. Biotechnology education status of science teacher candidates is given Table 6.

In Table 6, biotechnology education status of the science teacher candidates participating in the research is given. 55.5% of the science teacher candidates stated that they received bio-technology training, 44.4% stated that they did not receive biotechnology training. When Table 2 is evaluated, it is seen that most science teacher candidates receive biotechnology education.

Table 7 shows the data on the science teacher candidates' finding biotechnology useful. 27.7% of the science teacher candidates stated that they found biotechnology useful, 25% found it useful, 13.9% found it partially useful, 19.4% did not find it useful, and 13.9% did not find it useful at all. When Table 3 is evaluated, it is seen that most science teacher candidates find biotechnology useful.

Table 8 shows the opinions of science teacher candidates about the benefits of biotechnology.

In Table 8, the opinions of the prospective science teachers participating in the research on the benefits of biotechnology are evaluated. Science teacher candidates' views on the benefits of biotechnology are grouped into four categories: benefits in the field of health, benefits in agriculture and animal husbandry, quality of ‘life’ and ‘I do not find it useful. Of the science teacher candidates participating in the research, 63.8% stated that biotechnology is beneficial in the field of health, 38.8% stated that biotechnology is beneficial in the field of agriculture and animal husbandry, 19.4% stated that it positively affects the quality of life, and 13.9% did not find biotechnology useful.

The opinions of science teacher candidates regarding the benefits of biotechnology are given below:

A4 coded science teacher candidate. Recently, we all have seen that health is our most important value. With biotechnology, it is possible to hope for the treatment of many diseases such as cancer. It also plays a key role in the production of vaccines to be used to prevent future diseases. A9 coded science teacher candidate. It has benefits such as producing more productive animals and developing efficient meat and dairy products. A11 coded science teacher candidate. In addition to the benefits such as the development of new plant species and the positive development of seeds, which will enable the farmers to yield better than before, I think that there are also benefits such as the production of animals that will produce more milk. It also has benefits such as increasing life expectancy by offering people a healthier life. A14 coded science teacher candidate. Prolonging the healthy life span with its positive contribution to the diagnosis and treatment of diseases can be counted among the benefits of biotechnology. A21 coded science teacher candidate. I think that it will cause harm rather than benefit because everything natural is spoiled by biotechnology and I do not find biotechnology useful.

Table 9 shows the opinions of science teacher candidates about the harm of biotechnology.

In Table 9, the views of science teacher candidates participating in the research on the harms of biotechnology are evaluated. The views of science teacher candidates about the harms of biotechnology were gathered in four categories: ethical problems, biological weapons’, disruption of the ecosystem’ and ‘threatening health’. 41.6% of the science teacher candidates participating in the research stated that ethical problems, 30.5% biological weapons, 22.2% ecosystem degradation, and 19.4% threatening health are among the harms of biotechnology.

Science teachers about the harms of biotechnology are given below

B5 coded science teacher candidate. Besides the benefits of biotechnology, there are many disadvantages as well. While it is a big question mark about who will benefit from the benefits resulting from biotechnology, the consequences of malicious use of biotechnology by malicious people can be painful for humanity. B8 coded science teacher candidate. Two major harms of biotechnology are biological weapons and environmental pollution. The health of many innocent people could be compromised, and animals could become extinct. B23 coded science teacher candidate. With the emergence of environmental pollution, the disposal of new waste, and the formation of new species, the natural balance may be disturbed. We have seen many examples of this throughout history. The decrease and proliferation of things in nature can negatively affect many species and systems. B30 coded science teacher candidate. I am afraid of the emergence of new insects. Larger and even human flesh-eating insects may appear. Nature likes rules and systematic work, any disruption in these rules or the system affects many situations negatively. B31 coded science teacher candidate. Even the foods we call healthy lately have been genetically modified. I think we will experience the results of these years later by losing our health.

Table 10 presents the views of science teacher candidates on the importance of educating teachers-biologists for biotechnology education.

In Table 10, the opinions of the prospective science teachers participating in the re-search on the importance of educating teachers-biologists in biotechnology education are evaluated. The opinions of science teacher candidates on the importance of educating teachers-biologists in biotechnology education were gathered in three categories: professional ethics and ‘responsibility’, increasing ‘quality’ and ‘training qualified teachers. 47.2% of the science teacher candidates participating in the research stated that professional ethics and responsibility, 33.3% of them to increase the quality and 25% of them stated that training qualified teachers is important in biotechnology education.

Science teachers on the importance of educating teachers biologists in biotechnology education are given below:

B15 coded science teacher candidate. The training of expert teachers in biotechnology education is a necessary step to prevent ethical problems that may develop later. I think that undergraduate educators who do their job consciously and have deontology knowledge should be trained. B17 coded science teacher candidate. Training is very important in bio-technology education. Students who will work in the field of biotechnology should be educated by an expert trainer to be trained responsibly and consciously and to easily solve problems that may cause ethical problems. B28 coded science teacher candidate. Training teachers in biotechnology education is important in terms of increasing the quality of education. Improving the quality of education largely depends on the teacher and the student. B29 coded science teacher candidate. Training of teachers who are knowledgeable and skilled in biotechnology. It increases productivity in many areas such as health, agriculture, and genetics. B34 coded science teacher candidate. The choice of method to be used and the technology to be used while educating teachers-biologists for biotechnology education plays a key role in the transfer and implementation of the subject.

In Table 11, the opinions of the science teacher candidates who voluntarily participated in the research about their biotechnology education status, their opinions on the status of finding biotechnology useful, their views on the benefits of biotechnology, their views on the harms of biotechnology, and their views on the importance of educating teachers-biologists for biotechnology education were evaluated.

In Table 11, the views of science teacher candidates participating in the research on their status of receiving biotechnology education, their views on whether they find biotech-enology useful, their views on the benefits of biotechnology, their views on the harms of biotechnology, and their views on the importance of educating teachers-biologists for biotechnology education are evaluated. 55.5% of the science teacher candidates stated that they received biotechnology training and 44.4% stated that they did not receive biotechnology training. 27.7% of the science teacher candidates stated that they found biotechnology useful, 25% found it useful, 13.9% found it partially useful, 19.4% did not find it useful, and 13.9% did not find it useful at all. 63.8% of science teacher candidates stated that biotechnology has benefits in the field of health, 38.8% said that it has benefits in the field of agriculture and animal husbandry. 19.4% stated that it increased their quality of life and 13.9% did not find it beneficial. 41.6% of science teacher candidates stated that biotechnology is harmful due to ethical problems, 30.5% stated that it is harmful in terms of biological weapons, 22.2% stated that it is harmful in terms of ecosystem degradation and 19.4% stated that it is harmful in terms of threatening health. 47.2% of science teacher candidates stated that raising biologist-teachers in biotechnology education is important in terms of professional ethics and responsibility, 33.3% stated that it is important in terms of increasing quality and 25% stated that it is important in terms of training qualified teachers.

4. Discussion

According to quantitative results, it can be said that the Biotechnology knowledge level of first-year science education teacher candidates is below the expected average and is at a low level. Similarly, Atasoy et al, (2020) found a similar result in their study. This result can be attributed to the fact that the students are studying in the first year of university and do not receive sufficient "biotechnology education".

This study found a significant difference in favor of women, although the difference was small. In contrast to this result, Simon, (2010) found that education and biotechnology knowledge had independent effects on attitudes for men, but when knowledge was controlled for, education had no effect on attitudes toward biotechnology for women. Prokop (2007) found no gender differences in a group of students that did not graduate from biology courses. Therefore, we cannot make a serious conclusion about gender differences.

It is an expected result that there will be a significant difference in favor of the fields according to the status of university students getting "biotechnology knowledge" education. Here, regardless of the duration of the education, it is a scientific result that is accepted to have a low or high-level effect on the given subject. In this study, according to the qualitative research result, the status of getting biotechnology education, most science teacher candidates answered yes to the question asked to evaluate the views of science teacher candidates about their biotechnology education status. In a study conducted by (Lamanau Skas and Makarskaitė- Petkevicienė, 2008) to measure the attitudes and knowledge of teachers and students towards biotechnology, they found that pre-service teachers' biotechnology knowledge levels were insufficient. It is thought that getting education/knowledge about biotechnology will positively affect students' attitudes towards biotechnology. In the studies (Lock et al, 1995), which supports this idea, it was found that students' attitudes changed positively after taking a course on biotechnology and its applications.

In this research, most science teacher candidates answered the question asked to evaluate the situation of science teacher candidates finding biotechnology useful. It is thought that the fact that most of the students had previously received biotechnology education influences this result. In the study of Gunter et al, (1998), it was found that upper-class students developed more positive attitudes towards biotechnology applications. Similarly, Chen & Raffan, (1999) in their study to investigate the knowledge and attitudes of students from England and Taiwan about biotechnology. They found that students' attitudes increased positively after taking a course related to biotechnology. Dawson & Schibeci (2003) found that taking the biotechnology course did not affect students' attitudes towards biotechnology in a positive way. In addition, the study conducted by (Klop & Severiens, 2007) with 574 secondary school students to investigate students' attitudes towards biotechnology. Most of the students concluded that they were not sure about the use of biotechnology and that 22% of the students strongly supported biotechnology.

In our research, most science teacher candidates answered the question asked to evaluate the views of science teacher candidates about the benefits of biotechnology. Among the answers to the question. There are also benefits in agriculture and animal husbandry, quality of life, and answers that I do not find useful. Massarani & Moreira, (2005) conducted a study to investigate the attitudes of high school students towards modern genetics and biotechnology in Brazil, and most of the students stated that they believed that transgenic food could be beneficial and should be encouraged.

In our research, most science teacher candidates answered ethical problems to the question asked to evaluate the views of science teacher candidates about the harm of biotechnology. Among the answers to the question. There are also responses to biological weapons, ecosystem degradation, and threatening health. Sheykhha et al, (2006) conducted a questionnaire on the risks and benefits of biotechnology and genetically modified foods to a total of 600 people, 300 university students and 300 non-university students, to evaluate the knowledge level of society about the dangers and opportunities of genetic modification. As a result of the research, while only 12% of the students considered ethical problems, 52% of the non-students stated that genetically modified foods are risky due to ethical problems.

In this research, most science teacher candidates gave the answer of professional ethics and responsibility to the question asked to evaluate the views of science teacher candidates on the importance of educating teacher-biologists in biotechnology education. There are also answers to increase quality and train qualified teachers. Turan & Koç, (2012) in their study to determine the attitudes of science teacher candidates towards biotechnology applications. He stated that since the subject of biotechnology is complex and abstract, it is explained by teachers with insufficient knowledge and attitude, which makes the subject more incomprehensible for students. He stated that pre-service teachers who received an effective biotechnology education during their university education will also give an effective biotechnology education to their students in the future

5. Conclusions

Technology is one of the things that we live in. With the development of technology day by day, we are witnessing both its benefits and some disadvantages. Biotechnology, like technology, has disadvantages as well as benefits. While it has benefits such as the treatment of incurable diseases, early diagnosis of hereditary diseases, and the development of some nutrients, it also has risks such as the use of biological weapons. In addition, biotechnology is ethically controversial. Issues such as the transfer of human genes to animals or some micro-organisms are among the ethical discussion topics of biotechnology. Despite all these risks and damage, it is not possible to prevent the use of biotechnology. What needs to be done in this regard is to focus on the benefits of biotechnology by considering human values. The importance of education given in the consideration of human values and the use of biotechnology for human benefit is of great importance.

In the study, to evaluate the opinions of science teacher candidates on the importance of educating teachers-biologists for biotechnology education. Science teacher candidates' views on biotechnology education, whether they find biotechnology useful, the benefits and harms of biotechnology, and the importance of educating teachers-biologists for biotechnology education were questioned. Most of the participants answered yes to the question asked about getting biotechnology education. To the question asked about whether science teacher candidates find biotechnology useful, most of the participants answered that they find it useful. Among the answers given to the question about the benefits of biotechnology. Benefits in the field of health, benefits in the field of agriculture and animal husbandry, quality of life and I do not find useful answers to the question, most of the participants gave the answer in the field of health. Among the answers given to the questions about the harms of biotechnology, ethical issues, biological weapons, ecosystem degradation, threatening health and most of the participants answered the question as ethical issues. Among the answers given to the question asked to evaluate the views of science teacher candidates on the importance of educating teachers-biologists in biotechnology education, professional ethics and responsibility, increasing quality, and training qualified teachers, most of the participants answered the question as professional ethics and responsibility.

The conclusion is that the readiness of science teacher candidates to instruct and incorporate bio-technology concepts is influenced by various aspects, notably knowledge levels, technological integration, pedagogical techniques, and ongoing professional development. By focusing on these areas, educational institutions can enhance the readiness of teacher candidates to impart essential biotechnology knowledge, eventually helping future generations of students. As biotechnology advances, it is more essential for teacher training programs to evolve to address emerging issues, ensuring that educators are adequately prepared to foster comprehension and dedication to this crucial scientific domain.

Appendix A.1

Semi-Structured Interview Form

You are invited to our study to reveal the views of science teacher candidates on the importance of educating teacher-biologists in biotechnology education. Participation in the study is on a voluntary basis; you will not be penalized if you refuse to participate in the study. It is important for the reliability of research that you answer the questions sincerely and honestly.

Science teacher candidate;
Gender:
Biotechnology training before?	Yes ( ) No ( )
2. Do you find biotechnology useful?
I find it useful ( ) I find it useful () I find it somewhat useful ( ) I don't find it helpful ( ) I don’t find it helpful ( )
3. What are the benefits of using biotechnology?
4. What are the harms of using biotechnology?
5. What are your thoughts on the importance of educating teachers-biologists in biotechnology education?