An exploration of the use of community based participatory action research to create an innovative platform for engaging A - level Biology teachers’ in Biotechnology within the Biology curriculum in Zimbabwe
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This thesis presents community based participatory action research on the effectiveness of a professional development intervention (PDI) designed to engage high school biology teachers with biotechnology content and associated pedagogical knowledge. Recognizing the benefits that biotechnology has to offer in the Zimbabwean context the Zimbabwean government has called for increased public awareness of and engagement with biotechnology issues. Biology teachers should be ideally positioned to increase public awareness and engagement with biotechnology issues with the introduction of a biotechnology elective in the Advanced level biology curriculum. However, the poor uptake of the option at schools and the poor performance of learners in the biotechnology option provide motivation for this study.