Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi

Year 2016, Volume: 17 Issue: 3, 139 - 151, 08.10.2016

Süleyman Akçay

Abstract

Bu araştırmanın amacı Türkiye’de farklı branşlardaki öğretmen adaylarının biyoteknolojiye karşı algılarını metaforlar yoluyla incelemektir. Araştırma üç farklı branştan 135 öğretmen adayı ile yürütülmüştür. Araştırmada “Biyoteknoloji … gibidir, çünkü …” cümle kalıbı kullanılarak veriler toplanmıştır. Çalışma bu açıdan olgu bilim deseninde nitel bir araştırmadır. Araştırma sonucu öğretmen adayları 77 adet farklı metafor üretmişlerdir. Bu metaforlar beş kategori altında toplanmıştır. Yüzdelik sıralamada “yenilik” kategorisi (30%) birinci sırada, “gereklilik” (26%) ikinci sırada, “avantaj” (22%) üçüncü sırada, “araç” (14%) dördüncü sırada ve “tehdit” (8%) son sırada yer almaktadır. Sonuç olarak öğretmen adaylarının çoğu (92%) biyoteknolojiye olumlu bakmaktadır. Ayrıca öğretmen adaylarının cinsiyetlerine göre biyoteknolojiye karşı metaforik algıları anlamlı farklılık göstermemektedir. Bu konuda daha ayrıntılı veriler elde etmek amacıyla farklı bölgelerden ve kültürlerden daha fazla katılımcı ile yeni araştırmalar yapılması ve ayrıca öğretim programlarında ve ders kitaplarında biyoteknolojinin güncel uygulamalarına ağırlık verilmesi önerilmektedir.

Keywords

Biyoteknoloji algısı, metafor, öğretmen adayı

The analysis of prospective teachers’ biotechnology perception through metaphors

Abstract

This study seeks to investigate through metaphors the perceptions of biotechnology of teachers of different school subjects in Turkey. A total of 135 teacher trainees from 3 different school subjects participated in the study. In the study, data were collected by using statements such as “biotechnology is like...... because.....” Therefore, this is a qualitative study with phenomenology design. At the end of the study, teacher trainees produced 77 different metaphors. These metaphors were classified into five category. In the percentage distribution, “innovation” (30%) comes first, “essentialness” (26%) comes second, “advantage” (22%) comes third, “means” (14%) comes fourth and “threat” (8%) comes fifth. To conclude, most of the teacher trainees (92%) have a positive view of biotechnology. Besides, preservice teachers’ metaphorical perceptions of biotechnology according to sex show a significant difference. We propose that comparative studies be done with more subjects from different regions and cultures, which will help to obtain detailed data in this respect. In addition, up to date applications of biotechnology must be given more place in curricula and text books.

Keywords

Perception of biotechnology, Metaphor, Prospective teacher

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