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Makale Özeti:
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Various best practices of teaching
biotechnology have been reported in many countries.
However, the best practices of teaching biotechnology that
could be appropriate for Malaysian education system was
seldom reported. The aim of this study is to review the
practices of teaching biotechnology in secondary school
systematically. The procedures of systematic review are
based on review methods developed by the EPPI-Centre for
systematic reviews of educational research literature. The
sampling time line for this study is all relevant studies from
1985 to 2018. The authors went through the abstracts of
2524 studies from scientific articles, journals, theses and
scientific reports. As a result, 122 studies were successfully
identified as potential samples. However, only 19 studies
accepted in this systematic review after filtering the articles
according to the inclusion and exclusion criteria. The
criteria included instructional practice of teaching
biotechnology in secondary school only, published between
1985 to 2018, languages that understood by the authors,
involved ordinary secondary school students of pure
science, agriculture & technology background and had not
been included more than once in any publication. The
authors found that using module, laboratory active-based
learning, online learning platform and workshop were the
common practice. However, the development of an
appropriate module integrated with e-learning would
enhance the learning of biotechnology among the secondary
school students. The approaches used in the biotechnology
teaching also cultivated the 21st century skills, such as
problem-solving skills, inventive skills, technological
literacy and effective communicative skills.
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