Abstract:
Concerns about threats posed by microorganisms found in nature are compounded
with the possibility for intentional dissemination. Our vulnerability has increased due to
more frequent travel between geographical regions, newly emerging pathogens, changes
in terrorist activities, and advances in biotechnology. To increase awareness and global
preparedness for threats posed by biological agents, educators need to have access to
training and materials to educate the next generation in these issues.
To assess what approach would provide educators with the tools necessary to
incorporate biodefense related content into their current curricula, secondary education
science teachers were surveyed about factors limiting the content of curricula presented
in their courses. Results indicate that the most influential barriers to curricula change are
time limitations and state mandated exam pressures. Analysis measuring differences in
survey responses between two groups of teachers who are separated based on their level
of using mandated state objectives to guide their curricula planning indicates that
pressures of state mandated exam scores and a general fear of unsuccessful results are
determinants for separating teachers into one of these two groups.
A teacher training workshop conducive to supporting curricula change was held
with the goal of increasing awareness of current threats posed by biological agents and
modern biodefense strategies. The workshop was also designed to assist participants in
overcoming barriers challenging their ability to incorporate new content into curricula.
Participant responses to a post-workshop survey were favorable for measurements
of the workshop effectiveness towards diminishing barriers to teacher initiated curricula
changes. Respondents reported increased understanding of modern biology, increased
realization of the importance of updating curricula with modern knowledge, and
increased likeliness of incorporating content from the workshop into current curriculum.
