Biyoloji Öğretmen Adaylarının Evrim Bilgileri İle Evrim Öğretimi Öz Yeterlik İnanç Düzeylerinin Tespiti Ve Arasındaki İlişki

Abstract

Bu çalışmada Türkiye’deki biyoloji öğretmen adaylarının evrim bilgisi ile öz yeterlik düzeylerini ve bunlar arasındaki ilişkiyi belirlemek amaçlanmıştır. Evrim teorisinin öğretiminde en önemli öğe öğretmenlerdir ve öğretmenlerin konunun öğretimine dair karar vermesinde bilişsel faktörler kadar etkili olan öz yeterlik inancı önemli bir davranış yordayıcısıdır. Halk ile bilim toplumu arasındaki bağlantıyı kuracak biyoloji öğretmen adaylarının evrim bilgisi ile öz yeterlik inanç düzeylerini ve bunların arasındaki ilişkiyi tespit etmek önemlidir. Bu amaçla çalışmaya Türkiye’deki 12 farklı üniversitede öğrenim gören, son sınıf biyoloji öğretmenliği bölümü öğrencileri ile biyoloji bölümünden mezun olup öğretmenlik formasyon eğitimi alan toplam 579 biyoloji öğretmen adayı katılmıştır. Veriler Evrim Bilgi Testi ile Evrim Öğretimi Öz Yeterlik Ölçeği kullanılarak toplanmıştır. Bu ölçeklerden elde edilen veriler öğretmen adaylarının bu alanlardaki yeterliklerini göstermek üzere betimsel istatistik kullanılarak analiz edilmiştir. Ayrıca biyoloji öğretmen adaylarının evrim bilgi düzeyleri ile evrim öğretimi öz yeterlik düzeyleri arasındaki korelasyona bakılmıştır. Buna göre öğretmen adaylarının evrim bilgi düzeylerinin düşük, evrim öğretimi öz yeterlik düzeylerinin orta seviyede oldukları ve bu iki kavram arasında düşük düzeyde bir korelasyon olduğu belirlenmiştir.

Keywords

• Evrim bilgisi,
• Öz yeterlik
• Biyoloji öğretmen adayı

An Investigation on Prospective Biology Teachers’ Knowledge and Self-Efficacy Beliefs of the Theory of Evolution

Abstract

The theory of evolution is one of the most important theories in biological sciences. No doubt that success of evolution education in compulsory education depends on knowledgeable and skilled biology teachers regarding the theory of evolution. It is therefore very important to assess whether the future biology teachers are equipped with necessary knowledge and self-efficacy in order to teach the theory of evolution in an effective and accurate way. To this end, this study aimed to explore Turkish prospective biology teachers’ knowledge about the theory of evolution and their self-efficacy beliefs in the teaching the theory in their classes. Further, it also aimed to assess the relationship between these two variables. In total, 579 preservice biology teachers participated in this study. Participants’ knowledge and conceptions about the theory of evolution was assessed through the “Scale of Evolution Knowledge Test” whereas their self-efficacy beliefs in teaching the theory of evolution was assessed through the “Scale of Teaching Evolution Self-Efficacy Belief”. The results showed that the knowledge of the participants regarding the theory of evolution and their self-efficacy beliefs regarding teaching the theory of evolution in their classes were quite low. The analysis also revealed that there was a positive but weak relationship between the two variables, indicating that teachers’ self-efficacy beliefs increase with the increase in their knowledge. This low levels of knowledge and self-efficacy revealed by this study points out the need for reconceptualizing evolution education in biology and biology education departments.

Keywords

• Evolution knowledge
• Self-efficacy
• Prospective biology teacher

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