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ÜNİVERSİTE FEN BİLİMLERİ BİRİNCİ SINIF ÖĞRENCİLERİNİN EVRİM TEORİSİNİ KABUL DÜZEYLERİ

Year 2014, Volume: 2 Issue: 1(ÖZEL), 135 - 148, 23.09.2014

Gül Kozalak , Ali Ateş

Abstract

Bu çalışma, Üniversite fen bilimleri bölümlerinde öğrenim görmekte olan birinci sınıf öğrencilerinin evrim teorisini kabul etme düzeylerini belirlemek amacıyla yapılmıştır. Araştırmanın problem cümlesi; Fen bilimleri bölümlerinde öğrenim gören birinci sınıf öğrencilerinin evrim teorisini kabul etme düzeyleri farklılaşmakta mıdır? Araştırma evrenini, Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi’nde Biyoloji, Fizik ve Fen Bilgisi Öğretmenliği alanlarında öğrenim gören öğrenciler oluşturmaktadır.

Araştırmada Rutledge & Sadler (2007) tarafından geliştirilen Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) Instrument isimli ‘Evrim Teorisini Kabul Etme’ (ETKE) 5’li likert tipindeki ölçek kullanılmıştır. Testin toplam güvenirlik katsayısı Cronbach-α=0,74 bulunmuştur. Evrim teorisini kabul etme düzeyleri için betimsel istatistik analizi kullanılmıştır.

Öğrenciler ölçeğin genelinde ve alt boyutları arasında ‘Dünyanın yaşı’ alt boyutu hariç ‘Evrim Teorisini Kabul Etme’ düzeylerini ‘Kararsız’ olarak ifade etmişlerdir. Araştırmanın bulgularından gerekli öneriler getirilmiştir.

Keywords

EVRİM TEORİSİ KABUL ÜNİVERSİTE ÖĞRENCİLERİ

References

  • Akyol, G., Tekkaya, C., & Sungur, S. (2012). Examination of pre-service science teachers’ perceptions and understanding of evolution in relation to socio-demographic variables. Procedia - Social and Behavioral Sciences.
  • Apaydın, Z., & Sürmeli, H. (2009). Üniversite Öğrencilerinin Evrime Yönelik Tutumları. İlköğretim Online,8(3),820-842.
  • Asghar, A., Farahani, S., & Hameed, N. (2013). Evolution in Biology Textbooks: A Comparative Analysis of 5 Muslim Countries. Religion & Education.
  • Baz, T., & El-Weher, M. (2011). The effect of contextual material on evolution in the Jordanian secondary school curriculum on students’ acceptance of the theory of evolution. Journal of Biological Education.
  • Bishop, B., & Anderson, C. (1990). Student conseptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5),415-427.
  • BouJaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Positions Regarding Biological Evolution and Evolution Education in a Middle Eastern Society. International Journal of Science Education.
  • Bozcuk, N. (2007). Neden bilim? Neden evrim? Biyoloji Eğitiminde Evrim Sempozyumu (s. 11-19). Malatya: İnönü Üniversitesi.
  • Coalition of Scientific Societies. (2008). You say you want an evolution? A role for scientists in science education. Developmental Biology.
  • Dagher, Z., & BouJaoude, S. (2005). Students perceptions of the nature of evolutionary theory. Science Education, 89,378-391.
  • Deadman, J., & Kelly, P. (1978). What do secondary school boys understand about evolution and heredity before they are taught topics? Journal of Biology Education, 12,7-15.
  • Delgado, C. (2014). Collective landmarks for deep time: a new tool for evolution education. Journal of Biological Education.
  • Demirsoy, A. (2005). Kalıtım ve evrim. Ankara: Meteksan.
  • Deniz, H., Donnely, L., & Yılmaz, I. (2008). Exploring the factors related to acceptance of evolutionary thery among Turkish preservice biology teachers:Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 420-443.
  • Dijk, E. M. (2009). Teachers’ views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model. Teaching and Teacher Education.
  • Downie, J., & Barron, N. (2010). Evolution and religion: attitudes of Scottish first year biology and medical students to the teaching of evolutionary biology. Journal of Biological Education.
  • Evans, E. (2001). Cognitive and contextual factors in the emergence of diverse belief systems:Creation versus evolution. Cognitive Psychology, 42,217-266.
  • Graebsch, A., & Schiermeier, Q. (2006). Anti-evolutionists raise their profile in Europe. Nature,Special report, 444,406-407.
  • Gregory, T. (2009). Understanding natural selection:Essential concepts and common misconceptions. Evolution:Education and Outreach, 156-175.
  • İrez, S., Çakır, M., & Doğan, Ö. (2007). Bilimin doğasını anlamak:evrim eğitiminde bir önkoşul. Biyoloji Eğitiminde Evrim Sempozyumu (s. 291-302). Malatya: İnönü Üniversitesi.
  • Kılıç, D. (2012). Biyoloji öğretmen adaylarının evrim öğretimi konusunda okul-aile-toplum ilişkilerine yönelik yeterlilikleri. Third Internati onal Conference on New Trends in Educati on and Their Implicati ons (s. 1-10). Antalya: Pegem Akademi Yayıncılık.
  • Kılıç, D., Soran, H., & Graf, D. (2011). Evrim Öğretimini Etkileyen Faktörler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 255-266.
  • Köse, E. (2010). Biology students and teachers religious beliefs and attitudes towards theory of evolution. Hacettepe University Journal of Education, 189-200.
  • MEB. (1985). Evrim Kuramı Hakkında Rapor Özeti,Milli Eğitim Bakanlığı. Ankara: MEB.
  • Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J., & Jacops, D. (2002). Undergraduates unstanding of evolution:ascriptions of agency as a problem for student learning. Journal of Biological Education, 65-71.
  • Nehm, R., & Schonfeld, I. (2007). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools? Journal of Science Teacher Education.
  • NRC. (1996). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
  • NRC. (1998). National Science Education Standards. Washington,DC: National Academy Press.
  • Nuneza, E., Pringle, R., & Showalter, K. (2012). Evolution in the Caribbean Classroom: A critical analysis of the role of biology teachers and science standards in shaping evolution instruction in Belize. International Journal of Science Education.
  • Özmen, M. (2007). Sempozyum Sunuş Konuşması. Biyoloji Eğitimnde Evrim (s. 5-7). Malatya: İnönü Üniversitesi.
  • Özyeral, Ç. (2008). Biyoloji Öğretmen Adaylarının Evrim Teorisine Yaklaşımları ve Bilimin Doğasına Bakış Açıları, Yüksek Lisans Tezi. İstanbul: Marmara Üniversitesi.
  • Palmer, D. (1999). Exploring the link between students scientific and nonscientific conceptions. Science Education, 639-653.
  • Passmore, C., & Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science Teaching, 185-204.
  • Rudolph, J., & Stewart, J. (1998). Evolution and the nature of science:On the historical discord and its implications for education. Journal of Research in Science Teaching, 35(10),1069-1089.
  • Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of theTheory of Evolution (MATE) Instrument with University Students. The American Biology Teacher, 332-335.
  • Sinclair, A., Pandarvis, M., & Baldwin, B. (1997). The relationship between college zoologie students belief about evolutionary theory and religion. Journal of Research and Development in Education, 118-125.
  • Skoog, G., & Bilica, K. (2002). The Emphasis Given to Evolution in State Science Standards:A lever for Change in Evolution Education? Science Education, 86,445-462.
  • Somel, R., Somel, M., Tan, M., & Kence, A. (2006). Türkiye' de evrim kuramı öğretimi tartışmasında öğretmenin konumu. 2009 tarihinde http://www.eva.mpg.de/genetics/staff/somel/fi les/publication.htm adresinden alındı
  • Sönmez, S., Gümüş, İ., & Kurt, M. (2012). TÜRK EĞİTİM SİSTEMİNDE EVRİM. EKEV AKADEMİ DERGİSİ.
  • Winslow, M., Staver, J., & Scharmann, L. (2011). Evolution and Personal Religious Belief: Christian University Biology-Related Majors’ Search for Reconciliation. JOURNAL OF RESEARCH IN SCIENCE TEACHING.
  • Yılmaz, B., & Apaydın, Z. (2007). Fen ve biyoloji eğitiminde evrim öğretimi ve bilimin doğası. Biyoloji Eğitiminde Evrim Sempozyumu (s. 281-289). Malatya: İnönü Üniversitesi.

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Year 2014, Volume: 2 Issue: 1(ÖZEL), 135 - 148, 23.09.2014

Gül Kozalak , Ali Ateş

Abstract

This study was carried out to determine the acceptance levels of the theory of evolution by the first class students who studies Science Faculty at university. The problem sentence of the research; Are there a differentiation between the acceptance levels of the theory of evolution and the first class students of the Science Faculty? Research group covers 88 students studying in the Physics,Science and Biology departments of Ahmet Kelesoglu Teacher Education and Training Faculty in Necmettin Erbakan University. In the search, 5-point Likert-type scale was used for the acceptance of the evolution theory called Reliability of the Measure of Acceptance of the Theory of Evolution developed by Rutledge and Sadler (2007). The total safety coefficient of the test Cronbach α =0,74. Descriptive statistical analysis was used for acceptance levels of the theory of evolution. Students state their acceptance levels of theory of evolution as ‘Undecided’ except for ‘The Age of the World’ in the general of the scale and among the sub dimensions

Keywords

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References

  • Akyol, G., Tekkaya, C., & Sungur, S. (2012). Examination of pre-service science teachers’ perceptions and understanding of evolution in relation to socio-demographic variables. Procedia - Social and Behavioral Sciences.
  • Apaydın, Z., & Sürmeli, H. (2009). Üniversite Öğrencilerinin Evrime Yönelik Tutumları. İlköğretim Online,8(3),820-842.
  • Asghar, A., Farahani, S., & Hameed, N. (2013). Evolution in Biology Textbooks: A Comparative Analysis of 5 Muslim Countries. Religion & Education.
  • Baz, T., & El-Weher, M. (2011). The effect of contextual material on evolution in the Jordanian secondary school curriculum on students’ acceptance of the theory of evolution. Journal of Biological Education.
  • Bishop, B., & Anderson, C. (1990). Student conseptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5),415-427.
  • BouJaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Positions Regarding Biological Evolution and Evolution Education in a Middle Eastern Society. International Journal of Science Education.
  • Bozcuk, N. (2007). Neden bilim? Neden evrim? Biyoloji Eğitiminde Evrim Sempozyumu (s. 11-19). Malatya: İnönü Üniversitesi.
  • Coalition of Scientific Societies. (2008). You say you want an evolution? A role for scientists in science education. Developmental Biology.
  • Dagher, Z., & BouJaoude, S. (2005). Students perceptions of the nature of evolutionary theory. Science Education, 89,378-391.
  • Deadman, J., & Kelly, P. (1978). What do secondary school boys understand about evolution and heredity before they are taught topics? Journal of Biology Education, 12,7-15.
  • Delgado, C. (2014). Collective landmarks for deep time: a new tool for evolution education. Journal of Biological Education.
  • Demirsoy, A. (2005). Kalıtım ve evrim. Ankara: Meteksan.
  • Deniz, H., Donnely, L., & Yılmaz, I. (2008). Exploring the factors related to acceptance of evolutionary thery among Turkish preservice biology teachers:Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 420-443.
  • Dijk, E. M. (2009). Teachers’ views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model. Teaching and Teacher Education.
  • Downie, J., & Barron, N. (2010). Evolution and religion: attitudes of Scottish first year biology and medical students to the teaching of evolutionary biology. Journal of Biological Education.
  • Evans, E. (2001). Cognitive and contextual factors in the emergence of diverse belief systems:Creation versus evolution. Cognitive Psychology, 42,217-266.
  • Graebsch, A., & Schiermeier, Q. (2006). Anti-evolutionists raise their profile in Europe. Nature,Special report, 444,406-407.
  • Gregory, T. (2009). Understanding natural selection:Essential concepts and common misconceptions. Evolution:Education and Outreach, 156-175.
  • İrez, S., Çakır, M., & Doğan, Ö. (2007). Bilimin doğasını anlamak:evrim eğitiminde bir önkoşul. Biyoloji Eğitiminde Evrim Sempozyumu (s. 291-302). Malatya: İnönü Üniversitesi.
  • Kılıç, D. (2012). Biyoloji öğretmen adaylarının evrim öğretimi konusunda okul-aile-toplum ilişkilerine yönelik yeterlilikleri. Third Internati onal Conference on New Trends in Educati on and Their Implicati ons (s. 1-10). Antalya: Pegem Akademi Yayıncılık.
  • Kılıç, D., Soran, H., & Graf, D. (2011). Evrim Öğretimini Etkileyen Faktörler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 255-266.
  • Köse, E. (2010). Biology students and teachers religious beliefs and attitudes towards theory of evolution. Hacettepe University Journal of Education, 189-200.
  • MEB. (1985). Evrim Kuramı Hakkında Rapor Özeti,Milli Eğitim Bakanlığı. Ankara: MEB.
  • Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J., & Jacops, D. (2002). Undergraduates unstanding of evolution:ascriptions of agency as a problem for student learning. Journal of Biological Education, 65-71.
  • Nehm, R., & Schonfeld, I. (2007). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools? Journal of Science Teacher Education.
  • NRC. (1996). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
  • NRC. (1998). National Science Education Standards. Washington,DC: National Academy Press.
  • Nuneza, E., Pringle, R., & Showalter, K. (2012). Evolution in the Caribbean Classroom: A critical analysis of the role of biology teachers and science standards in shaping evolution instruction in Belize. International Journal of Science Education.
  • Özmen, M. (2007). Sempozyum Sunuş Konuşması. Biyoloji Eğitimnde Evrim (s. 5-7). Malatya: İnönü Üniversitesi.
  • Özyeral, Ç. (2008). Biyoloji Öğretmen Adaylarının Evrim Teorisine Yaklaşımları ve Bilimin Doğasına Bakış Açıları, Yüksek Lisans Tezi. İstanbul: Marmara Üniversitesi.
  • Palmer, D. (1999). Exploring the link between students scientific and nonscientific conceptions. Science Education, 639-653.
  • Passmore, C., & Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science Teaching, 185-204.
  • Rudolph, J., & Stewart, J. (1998). Evolution and the nature of science:On the historical discord and its implications for education. Journal of Research in Science Teaching, 35(10),1069-1089.
  • Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of theTheory of Evolution (MATE) Instrument with University Students. The American Biology Teacher, 332-335.
  • Sinclair, A., Pandarvis, M., & Baldwin, B. (1997). The relationship between college zoologie students belief about evolutionary theory and religion. Journal of Research and Development in Education, 118-125.
  • Skoog, G., & Bilica, K. (2002). The Emphasis Given to Evolution in State Science Standards:A lever for Change in Evolution Education? Science Education, 86,445-462.
  • Somel, R., Somel, M., Tan, M., & Kence, A. (2006). Türkiye' de evrim kuramı öğretimi tartışmasında öğretmenin konumu. 2009 tarihinde http://www.eva.mpg.de/genetics/staff/somel/fi les/publication.htm adresinden alındı
  • Sönmez, S., Gümüş, İ., & Kurt, M. (2012). TÜRK EĞİTİM SİSTEMİNDE EVRİM. EKEV AKADEMİ DERGİSİ.
  • Winslow, M., Staver, J., & Scharmann, L. (2011). Evolution and Personal Religious Belief: Christian University Biology-Related Majors’ Search for Reconciliation. JOURNAL OF RESEARCH IN SCIENCE TEACHING.
  • Yılmaz, B., & Apaydın, Z. (2007). Fen ve biyoloji eğitiminde evrim öğretimi ve bilimin doğası. Biyoloji Eğitiminde Evrim Sempozyumu (s. 281-289). Malatya: İnönü Üniversitesi.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Gül Kozalak

Ali Ateş This is me

Publication Date September 23, 2014
Published in Issue Year 2014 Volume: 2 Issue: 1(ÖZEL)

Cite

APA Kozalak, G., & Ateş, A. (2014). ÜNİVERSİTE FEN BİLİMLERİ BİRİNCİ SINIF ÖĞRENCİLERİNİN EVRİM TEORİSİNİ KABUL DÜZEYLERİ. Asian Journal of Instruction (E-AJI), 2(1(ÖZEL), 135-148.
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