Research Article
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Biology prospective teachers 'opinions about evolution, creativism and professional anxiety related to evolution teaching

Year 2020, Volume: 6 Issue: 2, 259 - 272, 31.12.2020

Bülent Keskin Esra Özay Köse Ercan Kaya

https://doi.org/10.47615/issej.820022

Abstract

Nowadays, biology science is gaining importance because of its scientific and social aspects. The subject of evolution is among the most followed by the scientific community and the society. The main aim of this study is to determine the pre-service biology teacher candidates' thoughts about evolution and creationism in the curriculum and their future professional concerns about the teaching of evolution. In this research, qualitative research approach was used to obtain more detailed data and to make descriptions for the prospective teachers' views on the subject. For this purpose, 117 biology teacher candidates were asked 4 questions with semi-structured interview technique. According to the findings, 39.3% of the prospective teachers stated that the theory of evolution should not be in the curriculum, 63.2% stated that creationism should be a part of the biology curriculum and a high rate of 84.6% wanted evolution and creation to be presented together in the curriculum. The study also showed that the vast majority of prospective teachers have various professional concerns about the teaching of evolution.

Keywords

Evolution , Creationism , Future occupational concerns , Biology teacher candidates

References

  • Aguillard, D. (1999). Evolution education in Louisiana public schools: A decade following edwards v. Aguillard. The American Biology Teacher, 61(3), 182-188.
  • Akerson, V. L., ve Volrich, M. L. (2006). Teaching nature of science explicity in a first-grade internship setting. Journal of Research Science Teaching, 43(4), 377-394.
  • Alters, B.J. and Nelson, C.E. (2002). Perspective: Teaching Evolution in Higher Education. Evolution. International Journal of Organic Evolution, 56(10), 1891-1901.
  • Apaydın, Z. ve Sürmeli, H. (2009). Undergraduate students’ attitudes towards the theory of evolution. Elementary Education Online, 8(3), 820-842.
  • Asghar, A., Wiles, J., ve Alters, B. (2007). Discovering international perspectives on biological evolution across religions and cultures. International Journal of Diversity in Organizations, Communities, and Nations, 6, 81–88.
  • Asghar, A. (2013). Canadian and Pakistani Muslim teachers’ perceptions of evolutionary science and evolution education. Evolution: Education and Outreach, 6(1), 1-12.
  • Aşılıoğlu, G., ve Aytaç, Ö. (2002). Biyoloji eğitiminde yeni gelişmeler. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 1, 16-18.
  • Baker, D.R. ve Piburn, M.D. (1997). Constructing science in iddle and secondary school classroom. Needham Heights, MA: Allyn ve Bacon.
  • Balkı, N., Çoban, A. K., ve Aktas, M. (2003). İlköğretim öğrencilerinin bilim ve bilim insanına yönelik düşünceleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 11-17.
  • Başıbüyük, H. (2007). Lisans ve lisansüstü öğretiminde evrim eğitimi nasıl olmalıdır? Biyoloji Eğitiminde Evrim. 3-4 Mayıs 2007. Malatya: İnönü Üniversitesi, 179-198.
  • Beardsley, P. M. (2004). Middle school student learning in evolution: Are current standards achievable? The American Biology Teacher, 66, 604–612.
  • Berkman, M.B., Pacheco, J.S., and Plutzer, E. (2008). Evolution and creationism in America's classrooms: a national portrait. PLOS Biology, 6(5), e124.
  • Bishop, B. A. and Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal for Research in Science Teaching, 27, 415-427.
  • Blackwell, W.H., Powell, M.J. and Dukes, G.H. (2003). The problem of student acceptance of evolution. Journal of Biological Education, 37(2), 58-67.
  • Bland, A. (1984). Biology Topics in Introduction Science Courses in Accredited Bible Colleges. Doctoral dissertation, East Texas State University, Texas, USA.
  • BouJaoude, S., Wiles, J.R., Asghar and Alters, B. (2011) Muslim Egyptian and Lebanese Students’ Conceptions of Biological Evolution. Sci & Educ 20, 895–915. doi:10.1007/s11191-011-9345-4
  • Bybee, R. W. (2004). Evolution in perspective: The science teacher's compendium. NSTA Press.
  • Cobern, W.W. (1994). Belief, understanding and the teaching of evolution. Journal of Research in Science Teaching, 31, 583-590.
  • Cooper, R. A. (2001). The goal of evolution instruction: belief or literacy? Reports of the National Center for Science Education, 21(1-2), 14-18.
  • Crawford, B. A., Zembal-Saul, C., Munford, D., and Friedrichsen, P. (2005). Confronting prospective teachers’ ideas of evolution and scientific inquiry using tecnology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
  • Çarkoğlu, A., & Toprak, B. (2006). Değişen Türkiye’de din, toplum ve siyaset. TESEV.
  • Dagher, Z. R., ve Boujaoude, S. (1997). Scientific views and religioous beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching, 34, 429-445.
  • Dagher Z.R. and BouJaoude S. (2005), Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378-391.
  • Deniz, H., Donnelly, L., ve Yilmaz, I. (2008). Exploring the factors related to acceptance of volutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45, 420-443.
  • Diekhoff, G.M. (1983). Testing through relationship judgements. Journal of Educational Psychology, 75(2), 227-233.
  • Graf, D., ve Soran, H. (2011). Evolutionstheorie-akzeptanz und vermittlung im europäischen vergleich. Einstellung und wissen von lehramtstudierenden zur evolution-ein vergleich zwischen Deutschland und der Türkei. In Graf, D. (Ed.), Tagungsband einstellung und wissen zu evolution und wissenschaft in europa (p. 141-161). Heidelberg: Springer.
  • Keskin, B. (2015). Biyoloji öğretmen adaylarının evrimle ilgili kavram yanılgılarının ve biyolojik evrim konusunu içeren web sitelerinin incelenmesi. Doktora tezi, Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • Kim, S.Y., ve Nehm, R. H. (2010). A cross-cultural comparison of Korean and American science teachers' views of evolution and the nature of science. International Journal of Science Education, 33(2), 197-227.
  • Köse, Ö.E. (2010). Biology students' and teachers’ religious beliefs and attitudes towards theory of evolution. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, 189-200.
  • Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J. and Jacops, D. (2002). Undergraduates' understanding of evolution: Ascriptions of agency as a problem for student learning. Journal of Biological Education, 36(2), 65-71.
  • Nadelson, L.S., and Southerland, S.A. (2010). Examining the interaction of acceptance and understanding: how does the relationship change with a focus on macroevolution?. Evolution: Education and Outreach, 3(1), 82-88.
  • NAP (1998). Teaching about evolution and the nature of science. 16.11.2017 tarihinde http://www.nap.edu/html/evolution98/evol5.html adresinden erişilmiştir.
  • Palmer, D. H. (1999). Exploring the link between students’ scientific and nonscientific conceptions. Science Education, 83, 639-653.
  • Rudolph, J. L., ve 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., and Mitchell, M.A. (2002). High school biology teachers’ knowledge structure, acceptance, and teaching of evolution. The American Biology Teacher, 64(1), 21-28.
  • Scharmann, L.C. (1990). Enhancing and understanding of the premises of evolution theory: The Influence of a Diversified Instruction. School Science Mathematics, 90, 91-100.
  • Selvi, M. ve Yağbasan, R. (2004). Basit sarkaç sisteminde mekanik enerjinin korunumu konusunda öğrencilerin kavram yanılgıları. Gazi Eğitim Fakültesi Dergisi, 24(3), 23-38.
  • Shankar, G., and Skoog, G.D. (1993). Emphasis given evolution and creationism by Texas high school biology teachers. Science Education, 77(2), 221-233.
  • Sinatra, G.M., Southerland, S.A., McConaughy, F. and Demastes, J.W. (2003). Intentions and beliefs in student's understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • Sinclair, A., ve Baldwin, B. (1996). The relationship between college zoology students’religious beliefs and their ability to objectively view the scientific evidence supporting evolutionary theory. (ERIC Document Reproduction Service No: ED 394 470).
  • Sinclair, A., Pendarvis, M. P., ve Baldwin, B. (1997). The relationship between college zoology students’ beliefs about evolutionary theory and religion. Journal of Research and Development in Education, 30(2), 118-125.
  • Smith, M.U. (2010). Current status of research in teaching and learning evolution: II. pedagogical issues. Science ve Education, 19, 539–571.
  • Southerland, S. A., Abrams, E., Cummis, C. L., ve Anselmo, J. (2001). Understanding students’ explanations of biological phenonema: Conceptual frameworks or P-Prims. Science Education, 85, 328-348.
  • Sustersic, R. (2007). The impacts of religion and education on belief in evolution. Andrew Young School of Policy Studies. Department of Economics.
  • Türk, H. (1997). Evrim düşüncesinde teoloji. Felsefe dünyası. 12.06.2009 tarihinde http://www.felsefelik.com/felsefedunyasi/25-1997/25-040.pdf adresinden erişilmiştir.
  • Van Dijk, E.M., ve Reydon, T.A.C. (2010). A conceptual analysis of evolutionary theory for teacher education. Science and Education, 19, 655-677.
  • Woods, C.S. and Scharmann, L.C. (2001). High school students' perceptions of evolutionary theory. 16.10.2013 tarihinde http://www.indiana.edu/~ensiweb/pap.hsev.pdf adresinden erişilmiştir.

Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları

Year 2020, Volume: 6 Issue: 2, 259 - 272, 31.12.2020

Bülent Keskin Esra Özay Köse Ercan Kaya

https://doi.org/10.47615/issej.820022

Abstract

Günümüzde biyoloji bilimi, hem bilimsel hem de sosyal yönü olması nedeniyle giderek önem kazanmaktadır. Evrim konusu da bilim camiası ve toplum tarafından en çok takip edilen konular arasındadır. Bu çalışmanın temel amacı biyoloji öğretmen adaylarının evrim ve yaradılışçılık konularının müfredatta bulunması ile ilgili düşüncelerini ve evrim öğretimi ile ilgili ileriye yönelik mesleki kaygılarını tespit etmektir. Araştırmada, öğretmen adaylarının konu ile ilgili görüşleri hakkında daha ayrıntılı veri elde etmek ve betimlemeler yapabilmek için nitel araştırma yaklaşımı kullanılmıştır. Bu amaçla 117 biyoloji öğretmen adayına yarı yapılandırılmış görüşme tekniği ile 4 adet soru sorulmuştur. Elde edilen bulgulara göre öğretmen adaylarının %39,3’ü evrim teorisinin müfredatta olmaması gerektiğini belirttikleri, %63,2’si yaratılışçılığın biyoloji müfredatının bir parçası olması gerektiğini belirttikleri, %84,6 gibi yüksek bir oranın ise evrim ve yaradılışın müfredatta birlikte sunulmasını istedikleri göze çarpmaktadır. Çalışma ile ayrıca, öğretmen adaylarının büyük bir çoğunluğunun evrim öğretimi ile ilgili çeşitli mesleki kaygılara sahip oldukları da gözler önüne serilmiştir.

Keywords

evrim yaradılışçılık mesleki kaygı biyoloji öğretmen adayları

References

  • Aguillard, D. (1999). Evolution education in Louisiana public schools: A decade following edwards v. Aguillard. The American Biology Teacher, 61(3), 182-188.
  • Akerson, V. L., ve Volrich, M. L. (2006). Teaching nature of science explicity in a first-grade internship setting. Journal of Research Science Teaching, 43(4), 377-394.
  • Alters, B.J. and Nelson, C.E. (2002). Perspective: Teaching Evolution in Higher Education. Evolution. International Journal of Organic Evolution, 56(10), 1891-1901.
  • Apaydın, Z. ve Sürmeli, H. (2009). Undergraduate students’ attitudes towards the theory of evolution. Elementary Education Online, 8(3), 820-842.
  • Asghar, A., Wiles, J., ve Alters, B. (2007). Discovering international perspectives on biological evolution across religions and cultures. International Journal of Diversity in Organizations, Communities, and Nations, 6, 81–88.
  • Asghar, A. (2013). Canadian and Pakistani Muslim teachers’ perceptions of evolutionary science and evolution education. Evolution: Education and Outreach, 6(1), 1-12.
  • Aşılıoğlu, G., ve Aytaç, Ö. (2002). Biyoloji eğitiminde yeni gelişmeler. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 1, 16-18.
  • Baker, D.R. ve Piburn, M.D. (1997). Constructing science in iddle and secondary school classroom. Needham Heights, MA: Allyn ve Bacon.
  • Balkı, N., Çoban, A. K., ve Aktas, M. (2003). İlköğretim öğrencilerinin bilim ve bilim insanına yönelik düşünceleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 11-17.
  • Başıbüyük, H. (2007). Lisans ve lisansüstü öğretiminde evrim eğitimi nasıl olmalıdır? Biyoloji Eğitiminde Evrim. 3-4 Mayıs 2007. Malatya: İnönü Üniversitesi, 179-198.
  • Beardsley, P. M. (2004). Middle school student learning in evolution: Are current standards achievable? The American Biology Teacher, 66, 604–612.
  • Berkman, M.B., Pacheco, J.S., and Plutzer, E. (2008). Evolution and creationism in America's classrooms: a national portrait. PLOS Biology, 6(5), e124.
  • Bishop, B. A. and Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal for Research in Science Teaching, 27, 415-427.
  • Blackwell, W.H., Powell, M.J. and Dukes, G.H. (2003). The problem of student acceptance of evolution. Journal of Biological Education, 37(2), 58-67.
  • Bland, A. (1984). Biology Topics in Introduction Science Courses in Accredited Bible Colleges. Doctoral dissertation, East Texas State University, Texas, USA.
  • BouJaoude, S., Wiles, J.R., Asghar and Alters, B. (2011) Muslim Egyptian and Lebanese Students’ Conceptions of Biological Evolution. Sci & Educ 20, 895–915. doi:10.1007/s11191-011-9345-4
  • Bybee, R. W. (2004). Evolution in perspective: The science teacher's compendium. NSTA Press.
  • Cobern, W.W. (1994). Belief, understanding and the teaching of evolution. Journal of Research in Science Teaching, 31, 583-590.
  • Cooper, R. A. (2001). The goal of evolution instruction: belief or literacy? Reports of the National Center for Science Education, 21(1-2), 14-18.
  • Crawford, B. A., Zembal-Saul, C., Munford, D., and Friedrichsen, P. (2005). Confronting prospective teachers’ ideas of evolution and scientific inquiry using tecnology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
  • Çarkoğlu, A., & Toprak, B. (2006). Değişen Türkiye’de din, toplum ve siyaset. TESEV.
  • Dagher, Z. R., ve Boujaoude, S. (1997). Scientific views and religioous beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching, 34, 429-445.
  • Dagher Z.R. and BouJaoude S. (2005), Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378-391.
  • Deniz, H., Donnelly, L., ve Yilmaz, I. (2008). Exploring the factors related to acceptance of volutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45, 420-443.
  • Diekhoff, G.M. (1983). Testing through relationship judgements. Journal of Educational Psychology, 75(2), 227-233.
  • Graf, D., ve Soran, H. (2011). Evolutionstheorie-akzeptanz und vermittlung im europäischen vergleich. Einstellung und wissen von lehramtstudierenden zur evolution-ein vergleich zwischen Deutschland und der Türkei. In Graf, D. (Ed.), Tagungsband einstellung und wissen zu evolution und wissenschaft in europa (p. 141-161). Heidelberg: Springer.
  • Keskin, B. (2015). Biyoloji öğretmen adaylarının evrimle ilgili kavram yanılgılarının ve biyolojik evrim konusunu içeren web sitelerinin incelenmesi. Doktora tezi, Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • Kim, S.Y., ve Nehm, R. H. (2010). A cross-cultural comparison of Korean and American science teachers' views of evolution and the nature of science. International Journal of Science Education, 33(2), 197-227.
  • Köse, Ö.E. (2010). Biology students' and teachers’ religious beliefs and attitudes towards theory of evolution. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, 189-200.
  • Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J. and Jacops, D. (2002). Undergraduates' understanding of evolution: Ascriptions of agency as a problem for student learning. Journal of Biological Education, 36(2), 65-71.
  • Nadelson, L.S., and Southerland, S.A. (2010). Examining the interaction of acceptance and understanding: how does the relationship change with a focus on macroevolution?. Evolution: Education and Outreach, 3(1), 82-88.
  • NAP (1998). Teaching about evolution and the nature of science. 16.11.2017 tarihinde http://www.nap.edu/html/evolution98/evol5.html adresinden erişilmiştir.
  • Palmer, D. H. (1999). Exploring the link between students’ scientific and nonscientific conceptions. Science Education, 83, 639-653.
  • Rudolph, J. L., ve 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., and Mitchell, M.A. (2002). High school biology teachers’ knowledge structure, acceptance, and teaching of evolution. The American Biology Teacher, 64(1), 21-28.
  • Scharmann, L.C. (1990). Enhancing and understanding of the premises of evolution theory: The Influence of a Diversified Instruction. School Science Mathematics, 90, 91-100.
  • Selvi, M. ve Yağbasan, R. (2004). Basit sarkaç sisteminde mekanik enerjinin korunumu konusunda öğrencilerin kavram yanılgıları. Gazi Eğitim Fakültesi Dergisi, 24(3), 23-38.
  • Shankar, G., and Skoog, G.D. (1993). Emphasis given evolution and creationism by Texas high school biology teachers. Science Education, 77(2), 221-233.
  • Sinatra, G.M., Southerland, S.A., McConaughy, F. and Demastes, J.W. (2003). Intentions and beliefs in student's understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • Sinclair, A., ve Baldwin, B. (1996). The relationship between college zoology students’religious beliefs and their ability to objectively view the scientific evidence supporting evolutionary theory. (ERIC Document Reproduction Service No: ED 394 470).
  • Sinclair, A., Pendarvis, M. P., ve Baldwin, B. (1997). The relationship between college zoology students’ beliefs about evolutionary theory and religion. Journal of Research and Development in Education, 30(2), 118-125.
  • Smith, M.U. (2010). Current status of research in teaching and learning evolution: II. pedagogical issues. Science ve Education, 19, 539–571.
  • Southerland, S. A., Abrams, E., Cummis, C. L., ve Anselmo, J. (2001). Understanding students’ explanations of biological phenonema: Conceptual frameworks or P-Prims. Science Education, 85, 328-348.
  • Sustersic, R. (2007). The impacts of religion and education on belief in evolution. Andrew Young School of Policy Studies. Department of Economics.
  • Türk, H. (1997). Evrim düşüncesinde teoloji. Felsefe dünyası. 12.06.2009 tarihinde http://www.felsefelik.com/felsefedunyasi/25-1997/25-040.pdf adresinden erişilmiştir.
  • Van Dijk, E.M., ve Reydon, T.A.C. (2010). A conceptual analysis of evolutionary theory for teacher education. Science and Education, 19, 655-677.
  • Woods, C.S. and Scharmann, L.C. (2001). High school students' perceptions of evolutionary theory. 16.10.2013 tarihinde http://www.indiana.edu/~ensiweb/pap.hsev.pdf adresinden erişilmiştir.
There are 47 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Bülent Keskin 0000-0001-9179-8238

Esra Özay Köse 0000-0001-9085-7478

Ercan Kaya 0000-0002-1897-8563

Publication Date December 31, 2020
Submission Date November 2, 2020
Acceptance Date December 21, 2020
Published in Issue Year 2020 Volume: 6 Issue: 2

Cite

APA Keskin, B., Özay Köse, E., & Kaya, E. (2020). Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 259-272. https://doi.org/10.47615/issej.820022
AMA Keskin B, Özay Köse E, Kaya E. Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları. ISSEJ. December 2020;6(2):259-272. doi:10.47615/issej.820022
Chicago Keskin, Bülent, Esra Özay Köse, and Ercan Kaya. “Biyoloji öğretmen adaylarının Evrim Ve yaradılışçılık Ile Ilgili düşünceleri Ve Evrim öğretimi Ile Ilgili Mesleki kaygıları”. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6, no. 2 (December 2020): 259-72. https://doi.org/10.47615/issej.820022.
EndNote Keskin B, Özay Köse E, Kaya E (December 1, 2020) Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6 2 259–272.
IEEE B. Keskin, E. Özay Köse, and E. Kaya, “Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları”, ISSEJ, vol. 6, no. 2, pp. 259–272, 2020, doi: 10.47615/issej.820022.
ISNAD Keskin, Bülent et al. “Biyoloji öğretmen adaylarının Evrim Ve yaradılışçılık Ile Ilgili düşünceleri Ve Evrim öğretimi Ile Ilgili Mesleki kaygıları”. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6/2 (December 2020), 259-272. https://doi.org/10.47615/issej.820022.
JAMA Keskin B, Özay Köse E, Kaya E. Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları. ISSEJ. 2020;6:259–272.
MLA Keskin, Bülent et al. “Biyoloji öğretmen adaylarının Evrim Ve yaradılışçılık Ile Ilgili düşünceleri Ve Evrim öğretimi Ile Ilgili Mesleki kaygıları”. Uluslararası Sosyal Bilimler Eğitimi Dergisi, vol. 6, no. 2, 2020, pp. 259-72, doi:10.47615/issej.820022.
Vancouver Keskin B, Özay Köse E, Kaya E. Biyoloji öğretmen adaylarının evrim ve yaradılışçılık ile ilgili düşünceleri ve evrim öğretimi ile ilgili mesleki kaygıları. ISSEJ. 2020;6(2):259-72.
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