Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

Year 2017, , 212 - 242, 18.12.2017

Bülent Keskin Esra Özay Köse

https://doi.org/10.17522/balikesirnef.373344

Cited By: 4

Abstract

Tüm biyolojik alanlar için merkezi ve birleştirici
bir temel teşkil evrim teorisi disiplinler arası bir konudur ve biyolojinin
bazı temel kavramlarını anlamada önemli bir rol oynar. Etkili bir şekilde evrim
teorisini öğretmek biyoloji öğretmenlerinin sorumluluğunda olduğundan, bu
çalışmada biyoloji öğretmen adaylarının evrim teorisi hakkında kavram
yanılgılarını tespit etmek amaçlanmıştır. Bu amaçla, çalışma 117 biyoloji
öğretmen adayı ile yürütülmüştür. Evrim teorisinin ne olduğu hakkında
doğru-yanlış sorulardan oluşan iki aşamalı bir kavram yanılgısı teşhis testi
kullanılmıştır. Testten elde edilen nitel ve nicel verilere dayanarak,
öğretmenlerin bu konuda bir hayli kavram yanılgısı taşıdıkları tespit
edilmiştir. Çalışmaya katılan biyoloji öğretmen adaylarının çoğunluğunun temel
evrim teorisinin süreci hakkında yanlış anlamalarının yanı sıra temel evrim
kavramları hakkında da bir çok kavram yanılgılarına sahip olmaları dikkat
çekicidir. Bu yanılgıların olası nedenlerini ortadan kaldırmak için önerilerde
bulunulmuştur.

Keywords

kavram yanılgıları, biyoloji öğretmen adayları, evrim teorisi, biyoloji eğitimi

Misconceptions of Prospective Biology Teachers about Theory of Evolution

Abstract

Constituting a central and unifying base for all
biological fields, theory of evolution is an interdisciplinary subject and
plays an important role in understanding some basic concepts of biology. The
main purpose of this study is to identify the misconceptions of prospective
biology teachers about the theory of evolution. The study was conducted with
117 prospective biology teachers attending the Department of Biology in
Education faculty of Atatürk University in Turkey. A two tier misconception
identification test consisting of true-false questions on what the theory of
evolution was used. Based on qualitative and quantitative data obtained from
test, it was found that teachers carry a great deal of misconceptions about
this subject. It is noteworthy that majority of the prospective biology
teachers have misconceptions about the basic theory and concepts of evolution
as well as concepts describing the evolutionary process. Suggestions were made
to address and eliminate possible causes of these misconceptions.

Keywords

misconceptions, prospective biology teachers, theory of evolution, biology education

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