Identifying The Misconceptions of Pre-Service Science Teachers About Oceans

Abstract

An ocean, in its broadest definition, is a connected body of saltwater that constitutes the majority of a planet’s hydrosphere. Covering 70% of our planet, oceans serve as ecosystems that host a diverse range of living organisms. Oceans affect climate and weather patterns and are part of the food chain and matter cycles, such as the carbon, water, and oxygen cycles. For all these reasons, oceans play an important role in life on Earth. In the literature, it has been reported that people may have a wide range of misconceptions about oceans. This study aims to identify the misconceptions of pre-service science teachers about oceans. The study, adopting a qualitative research approach, was conducted through a case study design. A total of 87 students from a public university in Turkey’s Aegean Region participated in the 2023-2024 academic year. The data for the study were collected through a two-stage diagnostic test. In the analysis of the data, participants’ responses were categorized, and the frequency and percentage for each category were calculated. Based on the findings of the study, it can be stated that pre-service science teachers have various misconceptions about oceans. It can be stated that pre-service science teachers hold misconceptions particularly about the geographical/ bathymetric features of oceans, as well as marine organisms such as phytoplankton, zooplankton, and mammals like whales. It can also be concluded that most of the pre-service teachers have gaps in their knowledge about oceans. However, it can be said that they provide relatively more scientifically explanations regarding ocean pollution. It is recommended that studies should be conducted to identify misconceptions about oceans and instructional interventions should be designed to address them.

Keywords

• ocean
• misconceptions
• pre service science teacher

Fen Bilimleri Öğretmen Adaylarının Okyanuslar Hakkındaki Kavram Yanılgılarının Belirlenmesi

Abstract

Okyanus, en genel tanımı ile bir gezegenin hidrosferinin çoğunu oluşturan birbirine bağlı tuzlu su kütleleridir. Gezegenimizin %70’ni kaplayan okyanuslar çeşitli canlılara ev sahipliği yapan ekosistemlerdir. Okyanuslar, iklim ve hava olaylarını etkiler, besin zinciri ve madde döngülerinin örneğin karbon, su ve oksijen döngüsü gibi bir parçasını oluşturur. Bütün bu sebeplerden dolayı okyanuslar dünyadaki yaşam üzerinde önemli rol oynar. Literatürde okyanuslar hakkında insanların zihinlerinde çok çeşitli kavram yanılgıları olabileceği rapor edilmektedir. Bu çalışmada, fen bilimleri öğretmen adaylarının okyanuslar hakkında kavram yanılgılarının tespit edilmesi amaçlanmıştır. Nitel araştırma yaklaşımının benimsendiği çalışma durum çalışması deseni ile yürütülmüştür. Çalışmaya 2023-2024 eğitim-öğretim yılında Türkiye’nin Ege Bölgesi'nde bir devlet üniversitesinde öğrenim gören 87 öğrenci katılmıştır. Çalışmanın verileri iki aşamalı teşhis testi ile toplanmıştır. Verilerin analizinde katılımcıların yanıtları kategorize edilmiş, her bir kategori için frekans ve yüzde hesaplanmıştır. Çalışmanın bulgularına dayalı olarak, fen bilimleri öğretmen adaylarının okyanuslar hakkında çeşitli kavram yanılgılarına sahip oldukları söylenebilir. Fen bilimleri öğretmen adaylarının daha çok okyanusların coğrafik/batimetrik özellikleri, okyanus organizmalarından olan fitoplanktonlar ve zooplanktonlar, okyanus memelerinden olan balinalar hakkında kavram yanılgılarına sahip oldukları söylenebilir. Ayrıca çoğu öğretmen adayının okyanuslar hakkında bilgi eksikliklerinin olduğu sonucuna ulaşılabilir. Öğretmen adaylarının okyanus kirliliği hakkında nispeten daha çok bilimsel açıklamalara sahip oldukları söylenebilir. Fen bilimleri öğretmen adaylarının okyanuslar hakkında kavram yanılgılarının tespit edildiği ve bu yanılgıların giderilmesi için öğretimsel müdahalelerin tasarlandığı çalışmaların yapılması önerilebilir.

Keywords

• okyanus
• kavram yanılgısı
• fen bilimleri öğretmen adayları

Thanks

Bu çalışmanın özeti 4-7 Eylül 2024 tarihinde Edirne’de gerçekleştirilen 16. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK-2024) kapsamında özet bildiri olarak sunulmuştur.

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