Abstract
The aim of this study is to evaluate science teacher candidates’ knowledge and views on biotechnology education. The research was conducted with the phenomenology pattern, one of the qualitative research designs. In the study, quantitative data were collected using the “biotechnology knowledge scale” data collection tool, while qualitative data were collected using the “semi-structured interview form.” The sample of the study was science teaching students studying in the fall semester of the 2024–2025 academic year. While the “biotechnology knowledge scale” was applied to a total of 283 students, the “semi-structured interview form” was applied to 36 students. As a result of the research, most of the participants answered yes to the question about getting biotechnology education. 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.