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

Year 2021, Volume: 3 Issue: 1, 16 - 33, 30.06.2021

Sibel İnan , Serhat İrez

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

References

• Açıkgöz, Ü. K. (2003). Etkili öğrenme ve öğretme. (6.Basım). İzmir: Eğitim Dünyası Yayınları.
• Akyol, G., Tekkaya, C. ve Sungur, S. (2010). The contribution of understandings of evolutionary Theory and nature of science to pre-service science teachers’ acceptance of evolutionary theory. Procedia-Social and Behavioral Sciences, 9, 1889-1893.
• Apaydın, Z. ve Sürmeli H. (2009). Undergraduate students’ attitudes towards the theory of evolution. Elementary Education Online, 8 (3), 820-842.
• Bakanay, Ç.D. (2008). Biyoloji öğretmen adaylarının evrim teorisine yaklaşımları ve bilimin doğasına bakış açıları. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
• Baldwin, J. A., Ebert-May, D., & Burns, D. J. (1999). The development of a college biology self-efficacy instrument for nonmajors. Science Education, 83(4), 397-408.
• Bandura, A. (1977). Towards a unifying theory of behavior change. Psychological Review, 84, 199-215.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
• Bayrakçı, M. (2007). Sosyal öğrenme kuramı ve eğitimde uygulanması, SAÜ Eğitim Fakültesi Dergisi, Ekim, 14, 198-210.
• Bıkmaz, F. H. (2002). Fen öğretiminde öz-yeterlik inancı ölçeği. Eğitim Bilimleri ve Uygulama, 1 (2), 197-210.
• Bishop, B. A. & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
• Bulut, İ. ve Oral, B. (2011). Self-efficacy perceptions regarding teaching profession: The case of faculty of science, letters, theology and fine arts graduates attending pedagogic formation program, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12, 3 (1-18).
• Bybee, R. W. (2002). We should teach about biological evolution. BioScience, 52(7), 616-618.
• Carlsen, W. S. (1987). Why Do You Ask? The Effects of Science Teacher Subject-Matter Knowledge on Teacher Questioning and Classroom Discourse.
• Cobern, W.W. (2000). The Nature of Science and the Role of Knowledge and Belief, Science & Education, 9, 219– 246.
• Czerniak, C. M. & Schriver, M. L. (1994). An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86.
• Çakıroğlu, J., Çapa-Aydın, Y. & Hoy, A. W. (2012). Science teaching efficacy beliefs. In second international handbook of science education (449-461). Springer Netherlands.
• Çakıroğlu, J., Özkan, O. & Tekkaya, C. (2002). Turkish pre-service science teachers’understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30, 57-68.
• Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1).
• Dee Goldston, M. J., & Kyzer, P. (2009). Teaching evolution: Narratives with a view from three southern biology teachers in the USA. Journal of Research in Science Teaching, 46 (7), 762-790.
• Deniz, H., Donnelly, L. & Yılmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45, (4), 420-443.
• Enochs, L. G. & Riggs, I. M. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instrument. Science Education, 74(6), 625-637.
• Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33 (3), 3- 13.
• Goodson, I. & Hargreaves, A. (2005). Series editors’ preface, Eds. Goodson, I. ve Hargreaves, Improving schools through teacher leadership. (8-11) Harris, A., & Muijs, D., McGraw-Hill International.
• Gökkurt, B., Şahin, Ö., Soylu, Y. ve Soylu, C. (2013). Examining pre-service teachers' pedagogical content knowledge on fractions in terms of students’ errors. International Online Journal of Educational Sciences, 5 (3), 719-735.
• Graf, D., Tekkaya, C., Kılıç, D.S. & Özcan, G. (Nisan, 2011). Alman ve Türk fen bilgisi öğretmen adaylarının evrim öğretimine ilişkin pedagojik alan bilgisinin, tutumlarının ve pedagojik alan kaygılarının araştırılması. 2nd International Conference on New Trends in Education and Their Implications, Antalya, 418-425.
• Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American educational research journal, 31(3), 627-643.
• Ilgaz, G., Bülbül, T., ve Çuhadar, C. (2013). Öğretmen adaylarının eğitim inançları ile öz-yeterlik algıları arasındaki ilişkinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13 (1), 50-65.
• Inter-Academy Panel. (2006). Inter-Academy Panel (IAP) statement on the teaching of evolution.
• İrez, S., Çakır, M., ve Doğan, O. K. (2007). Bilimin doğasını anlamak: evrim eğitiminde bir önkoşul. Biyoloji Eğitiminde Evrim Sempozyumu, İnönü Üniversitesi, Malatya, 3-4 Mayıs.
• Kahyaoğlu, M. (2013). The teacher candidates’ attitudes towards teaching of evolution theory. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(1).
• Kapyala M., Heikkinen, J. & Asuntaa T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 1-21.
• Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım. Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers:‘Ozone layer depletion’as an example. International Journal of Science Education, 31(7), 961-988.
• Kıvılcım, B. (2014). Öğretmenlerde iş doyumu, özyeterlik inancı ve yaşam doyumu ilişkisinin karşılaştırılması. Yüksek Lisans Tezi, Toros Üniversitesi, Mersin.
• Kinzie, M. B., Delcourt, M. A. & Powers, S. M. (1994). Computer technologies: attitudes and self-efficacy across undergraduate disciplines. Research in higher education, 35(6), 745-768.
• Köse, A. (2010). Fen bilgisi öğretmen adaylarının öğrenme stilleri, ders çalışma stratejileri ile fenbilgisi öğretimi öz yeterlik inançları arasındaki ilişki (ÇOMÜ örneği). Yayınlanmış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
• Külekçi, G. (2011). A study on pre-service english teachers’ self-efficacy beliefs depending on some variables. International Online Journal of Educational Sciences, 3(1), 245-260.
• Larkin, D. B., & Perry‐Ryder, G. M. (2015). Without the light of evolution: A case study of resistance and avoidance in learning to teach high school biology. Science Education, 99(3), 549-576.
• Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331.
• Nadelson, L. S. & Sinatra, G. M. (2010). Shifting acceptance of the understanding evolution website. The Researcher, 23, 13–29. Nadelson, L. S. (2009). Preservice teacher understanding and vision of how to teach biological evolution. Evolution: Education and Outreach, 2, 490-504.
• Nehm, R. H. & Ha, M. (2011). Item feature effects in evolution assessment. Journal ofResearch in Science Teaching, 48 (3), 237-256.
• NRC (National Research Council).(1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
• Nunez, E., Pringle, R. & Showalter, K. (2012). Evolution in the Caribbean Classroom: A critical analysis of the role of biology teachers and science standards in shaping evolution instruction in Belize. International Journal of Science Education.
• Özkan, Ö., Tekkaya, C. ve Çakıroğlu, J. (2002). “Fen bilgisi aday öğretmenlerin fen kavramlarını anlama düzeyleri, fen öğretimine yönelik tutum ve öz yeterlik inançları”, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül 2002, Ankara. Özmen, M. (2007). Sempozyum Sunuş Konuşması. Biyoloji Eğitiminde Evrim. 3-4 Mayıs 2007. Malatya: İnönü Üniversitesi, 5-7.
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct, Review Of Educational Research, 62(3), 307-332.
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
• Papanastasiou, C. & Papanastasiou, E. C. (2004). Major influences on attitudes toward science. Educational Research and Evaluation, 10(3), 239-257.
• Peker, D., Cömert, G. G. ve Kence, A. (2010). Three decades of anti-evolution campaign and its results: Turkish undergraduates’ acceptance and understanding of the biological evolution theory. Science and Education, 19, 739-755.
• Rudolph, J. L. & 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. & Warden, M. A. (2000). Evolutionary theory, the natüre of science & high school biolgy teachers: Critical relationships. The American Biology Teacher, 62 (1), 123-31.
• Saka, M. (2011). Fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançlarına göre pedagojik alan bilgilerindeki değişimin incelenmesi, Yayımlanmış doktora tezi, Marmara Üniversitesi, İstanbul.
• Schilders, M., Sloep, P., Peled, E. & Boersma, K. (2009). Worldviews and evolution in the biology classroom. Journal of Biology Education, 43 (3), 115.
• Schunk, D. H. (1995). Self-efficacy and Education and Instruction (Chapter 10) Self-Efficacy, Adaptation, and Adjustment: Theory, Research, and Application, edited by James E. Maddux. Plenum Press, New York.
• Senemoğlu, N. (2012). Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya (21. Baskı). Ankara, Pegem Akademi.
• Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2): 4- 14.
• Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
• Sickel, A.J. & Friedrichsen, P. (2013). Examining the evolution education literatüre with a focus on teachers: major findings, goals for teacher preparation, and directions for future research. Evolution: Education & Outreach, 6(23).
• Smolkin, L. B., McTigue, E. M., Donovan, C. A. & Coleman, J. M. (2009). Explanation in science trade books recommended for use with elementary students. Science Education, 93(4), 587-610.
• Southcott, R. ve Downie, J.R. (2012). Evolution and religion: attitudes of Scottish bioscience students to the teaching of evolutionary biology. Evolution: Education and Outreach, 5(2), 301-311.
• Stevens, C. & Wenner, G. (1996). Elementary preservice teachers' knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 2-9.
• Tekkaya, C., Çakıroğlu, J. & Özkan, O. (2004). Turkish pre-service science teachers' understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30(1), 57-68.
• Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
• Uşak, M., Özden, M. & Eilks, I. (2011). A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education,34(4), 407-429.
• Üstüner, M., Demirtaş, H., Cömert, M. ve Özer, N., (2009). Ortaöğretim öğretmenlerinin öz yeterlik algıları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9 (17), 1-16.
• Varela, R. G. (2009). Evolution misconceptions in roman catholic high school students: A comparative study (Order No. 1463146). Available from ProQuest Dissertations & Theses Global. (305180893). Retrieved from https://search.proquest.com/docview/305180893?accountid=12251
• Weeks, B. E. (2013). Unweaving misconceptions: Guided learning, simulations, and misconceptions in learning principles of natural selection (Order No. 3564238). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1400804796). Retrieved from https://search.proquest.com/docview/1400804796?accountid=12251 adresinden 5 Nisan 2017 tarihinde edinilmiştir.
• Wenner, G. (1995). Science knowledge and efficacy beliefs among preservice elementary teachers: A follow-up study. Journal of Science Education and Technology, 4(4), 307- 315.
• Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5-year perspective. Journal of Science Education and Technology, 10(2), 181-187.
• Woolfolk, E. A. (1993). Educational Pychology. Boston: Allyn & Bacon.
• Zeidler, D. L. (2002). Dancing with Maggots and Saints: Visions for Subject Matter Knowledge, Pedagogical Knowledge and Pedagogical Content Knowledge in Science Teacher Education Reform. Journal of Science Teacher,13(1) 27-42.
• Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.