Amber Bigler|Nikki L. Hanegan
Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention
The University of Texas at Dallas
implementing biotechnology education handson teaching methods considered secondary biology teachers study experimental research design examine increased student content knowledge biotechnology handson biotechnology intervention teachers school groups participated project crawfish biotechnology professional development program students schools completed pre post assessment classroom unit analysis assessment analyzed school statistically significant increases student content knowledge p 00001 intervention school p 00481 control school schools compared pvalue 00543 provided suggestive relationship biotechnology intervention school larger increase student content knowledge overall assessment divided five components intervention school showed significant increases five components control school significant increases student content knowledge pcr dna sequencing components p 00459 p 00043 respectively