Biyoloji Öğretmen Adaylarının Evrim Teorisini Kabul Etme Düzeyleri ve Evrim Öğretimi ile İlgili Tutumları Üzerine bir Araştırma

Yıl 2021, Cilt: 4 Sayı: 1, 20 - 38, 26.07.2021

Sibel İnan Serhat İrez

Öz

Bu çalışmada Türkiye’deki biyoloji öğretmen adaylarının evrim kabul düzeyleri, evrim öğretimine karşı tutum düzeylerini ve bunlar arasındaki ilişkiyi belirlemek amaçlanmıştır. Çalışmaya 579 biyoloji öğretmen adayı katılmıştır. Veriler Evrim Teorisi Kabul Ölçeği (MATE) ve Evrim Öğretimi Tutum ölçeği kullanılarak toplanmıştır. Bu iki kavram arasındaki ilişki ki-kare bağımsızlık testi ile incelenmiştir. Sonuçlar katılımcıların önemli bir çoğunluğunun evrimi kabul etmediğini (%37,7; 218 kişi) veya kararsız olduğunu (%52,2; 302 kişi) ortaya koymuştur. Öğretmen adaylarının evrimsel mekanizmalar, evrim teorisinin bilimsel geçerliliği ve evrimin bilim toplumundaki konumuna dair kabul düzeylerinin düşük olduğu tespit edilmiştir. Katılımcıların yaklaşık yarısı evrim öğretimine karşı orta düzeyde (%50,6’sı, 276 kişi) tutum sergilemiş olup tutum düzeyi yüksek kişilerin yaklaşık %12’lik (66 kişi) bir oranla azınlığı oluşturduğu bulunmuştur. Katılımcıların evrim kabul düzeyleri ile evrim öğretimi tutumları arasında olumlu ve orta düzeyde bir ilişki olduğu ortaya çıkmıştır.

Anahtar Kelimeler

Evrim teorisi, Tutum, Evrimin kabulü

Kaynakça

• Abrie, A. L. (2010). Student teachers' attitudes towards and willingness to teach evolution in a changing south african environment. Journal Of Biological Education, 44(3), 102-107.
• Aguillard, D. (1999). Evolution education in Louisiana public schools. A decade following Edwards v Aguillard. Am Biol Teach, 61, 182–188.
• Akdere, N. (2012). Turkish pre-service teachers’ critical thinking levels, attitudes and self-efficacy beliefs in teaciıng for critical thinking, Doctoral Dissertation, Middle East Technical University.
• Akyol, G, Tekkaya, C, Sungur, S. ve Traynor, A. (2012). Modeling the interrelationships among pre-service science teachers’ understanding and acceptance of evolution, their views on nature of science and self- efficacy beliefs regarding teaching evolution. Journal of Science Teacher Education, 23, 937–957.
• 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.
• Arpacı, A. (2011). Fen bilgisi öğretmen adaylarının biyoloji öğretimine yönelik öz-yeterlik algıları, Yüksek Lisans Tezi, İnönü Üniversitesi, Malatya.
• Asghar, A. (2013). Canadian and Pakistani Muslim teachers’ perceptions of evolutionary science and evolution education. Evolution: Education and Outreach, 6: 10.
• Asghar, A., Wiles, J. & Alters, B. (2007b). Discovering international perspectives on biological evolution across religions and cultures. International Journal of Diversity in Organizations, Communities, and Nations, 6, 81-88.
• Bakanay, Ç.D. (2008). Biyoloji öğretmen adaylarının evrim teorisine yaklaşımları ve bilimin doğasına bakış açıları. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul. Balgopal, M. M. (2014). Learning and intending to teach evolution: Concerns of preservice biology teachers. Research in Science Education, 44 (1), 27-52.
• Berkman M.B., Pachecho JS & Plutzer E. (2008). Evolution and creationism in America’s classrooms: a national portrait. PLoS Biol, 6, 0920–0924.
• Beswick, K. (2006). Changes in preservice teachers' attitudes and beliefs: The net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106 (1), 36-47.
• Butler, W., Jr. (2009). Does the nature of science influence college students' learning of biological evolution? (Order No. 3373974). Available from ProQuest Dissertations & Theses Global. (304882646). Retrieved from https://search.proquest.com/docview/304882646?accountid=12251 adresinden 8 Nisan 2017 tarihinde edinilmiştir.
• Bybee, R. W. (2002). We should teach about biological evolution. BioScience, 52(7), 616-618. Cheung, D. (2011). Evaluating Student Attitudes toward Chemistry Lessons to Enhance Teaching in the Secondary School. Educación química, 22(2), 117-122.
• Cobern, W.W. (2000). The Nature of Science and the Role of Knowledge and Belief, Science & Education, 9, 219–246.
• Coleman, J., Stears, M. & Dempster, E. (2015). Student teachers’ understanding and acceptance of evolution and the nature of science. South African Journal of Education, 35(2), 1079.
• Dagher, Z. R. & BouJaoude, S. (1997). Scientific views and religious beliefs of college students: The case of biological evolution. Journal of research in Science Teaching, 34(5), 429-445.
• 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.
• Demirtaş, H., Cömert, M., ve Özer, N. (2011). Öğretmen adaylarının öz yeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159), 96-111.
• Deniz, H. ve Şahin, E. A. (2016). Exploring the factors related to acceptance of evolutionary theory amongTurkish preservice biology teachers and the relationship between acceptance and teaching preference. Electronic Journal of Science Education, 20(4), 21–43.
• Deniz, H., Çetin, F. ve Yılmaz, I. (2011). Examining the relationships among acceptance of evolution, religiosity, and teaching preference for evolution in Turkish preservice biology teachers. Reports of the National Center for Science Education, 31(4), 1.1–1.9.
• 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.
• Downie, J. R., & Barron, N. J. (2000). Evolution and religion: attitudes of Scottish first year biology and medical students to the teaching of evolutionary biology. Journal of biological Education, 34(3), 139- 146.
• Ergezen, S.S., (2007). Biyoloji eğitiminde “evrim” konusunun öğretimi ve lise biyoloji öğretmenlerinin yeterlikleri, Biyoloji Eğitiminde Evrim Sempozyumu, Mayıs 2007, Malatya, İnönü Üniversitesi, 173- 178.
• Evans, B. R. (2011). Content Knowledge, Attitudes, and Self‐Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program. School Science and Mathematics, 111(5), 225-235. evolution and the nature of science. South African Journal of Education, 35(2), 1–9.
• Fowler, S. R. & Meisels, G. G. (2010). Florida teachers’ attitudes about teaching evolution. The American Biology Teacher, 72(2), 96-99.
• Glaze, A. L., Goldston, M. J. & Dantzler, J. (2014). Evolution in the southeastern USA: Factors influencing acceptance and rejection in pre-service science teachers. International Journal of Science and Mathematics Education, 13, 1189–1209.
• Griffith, J.A. & Brem, S.K. (2004). Teaching evolutionary biology: Pressures, stress and coping. Journal of Research in Science Teaching, 41, 791-809. Gülev, D. (2008). Biyoloji öğretmen adaylarının biyoloji konularındaki kavram yanılgıları, biyoloji öğretimine yönelik öz yeterlik inançları ve tutumları. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
• Ha, M., Haury, D. L. & Nehm, R. H. (2012). Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution. Journal of Research in Science Teaching, 49(1), 95- 121.
• Hermann, R.S. (2008). Evolution as a controversial issue: A review of instructional approaches. Science and Education, 17, 1011–1032.
• Howarth, R. T. (2012). A comparison of massachusetts and texas high school biology teachers' attitudes towards the teaching of evolution (Order No. 3520549). Available from ProQuest Dissertations & Theses Global. (1030151720). Retrieved from https://search.proquest.com/docview/1030151720?accountid=12251
• Ingram, E. L. & Nelson C. E. (2006). Relationship between achivement and student’s acceptance of evolution or creation in an upper-level evolution course. Journal of Research in Science Teaching, 43 (1), 7-24.
• Inter-Academy Panel. (2006). Inter-Academy Panel (IAP) statement on the teaching of evolution. İnceoğlu, M. (2010). Tutum, Algı ve İletişim. İstanbul, Beykent Üniversitesi Yayınları.
• İrez, S. ve Bakanay, Ç.D. (2011). An assessment into pre-service biology yeachers' approaches to the theory of evolution and nature of science. Education & Science/Egitim ve Bilim, 36 (162). Kahyaoğlu, M. (2013). The teacher candidates’ attitudes towards teaching of evolution theory. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(1).
• Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
• Kelly, M., Stoddard, K. I. & Allard, D.W. (2016). Simultaneous measurement of the acceptance of the theory of evolution at regionally distinct colleges, Journal of Academic Perspectives. https://www.researchgate.net/publication/315114268 adresinden 10 Nisan 2018 tarihinde edinilmiştir.
• Keskin, B. (2015). Biyoloji öğretmen adaylarının evrimle İlgili kavram yanılgılarının ve biyolojik evrim konusunu içeren web sitelerinin incelenmesi. Doktora Tezi, Atatürk Üniversitesi, Erzurum.
• Kılıç, D. S., Soran, H. ve Graf, D. (2011). Evrim Öğretimini Etkileyen Faktörler, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 255-266.
• Kılıç, D.S. (2011). Biyoloji dersinde evrim konusunun işlenmesini etkileyen faktörler. Doktora Tezi, Hacettepe Üniversitesi, Ankara.
• Kılıç, D.S. (2012). Biyoloji öğretmen adaylarının evrim öğretimi niyetleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 250-261 . Kim, S. Y. & Nehm, R. H. (2011). 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.
• Korte, S. E. (2003). The acceptance and understanding of evolutionary theory among Ohio secondary life science teachers, Doctoral dissertation, Ohio University. https://etd.ohiolink.edu/rws_etd/document/get/ohiou1070473022/inline adresinden 3 Eylül 2017 tarihinde edinilmiştir.
• Kozalak, G. (2013). Üniversite fen bilimleri birinci sınıf öğrencilerinin evrim teorisini algılama düzeyleri. Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi, Konya.
• Köse, A. (2010). Fen bilgisi öğretmen adaylarının öğrenme stilleri, ders çalışma stratejileri ile fen bilgisi öğretimi öz yeterlik inançları arasındaki ilişki (ÇOMÜ örneği). Yayınlanmış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
• Köse-Özay, E. (2010). Biology students’ and teachers’ religious beliefs and attitudes towards theory of evolution. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 189-200.
• 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.
• Levitt, K. E. (2002). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22.
• Miller, J.D., Scott, E.J. & Okamoto, S. (2006). Science communication: public acceptance of evolution. Science, 313, 765-766. Moore R. (2007). What are students taught about evolution? McGill J Educ 42, 177–187.
• Morgil, İ., Seçken, N., & Yücel, A. S. (2004). Kimya öğretmen adaylarının öz-yeterlik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6(1), 62-72.
• Nadelson, L. S. (2009). Preservice teacher understanding and vision of how to teach biological evolution. Evolution: Education and Outreach, 2, 490-504. Nadelson, L. S. & Nadelson, S. (2010). K-8 educators perceptions and preparedness for teaching evolution topics. Journal of Science Teacher Education, 21(7), 843-858.
• Nehm, R. H. Kim, S. Y. & Sheppard, K. (2009). Academic preparation in biology and advocacy for teaching evolution: Biology versus non-biology teachers. Science Education, 93(6), 1122 – 1146.
• Nickels, M. K., Nelson, C. E. & Beard, J. (1996). Better biology teaching by emphasizing evolution and the nature of science. The American Biology Teacher, 59, 332-336.
• NRC (National Research Council).(1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
• 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.
• Papanastasiou, C. & Papanastasiou, E. C. (2004). Major influences on attitudes toward science. Educational Research and Evaluation, 10(3), 239-257.
• Paz-y-Mino, C. G. & Espinosa, A. (2009). Assessment of biology majors’ versus nonmajors’ views on evolution, creationism, and intelligent design. Evol Educ Outreach 2, 75–83.
• Petty, R. E., Wegener, D. T. ve Fabrigar, L. R. (1997). Attitudes and attitude change. Annual Review of Psychology, 48(1), 609-647.
• Rahmawati, D. (2015). Biology education student acceptance of evolution theory before learn evolutıonary. Etnomathematics (Mathematical Concepts in Minangkabau Traditional Game) (s.328-333) Padang: Pandang State University, Indonesia. https://www.researchgate.net/publication/314094862 adresinden 10 Nisan 2018 tarihinde edinilmiştir.
• Rice, J. W. (2007). Evolution education at iowa state university: Student understanding and acceptance of evolution, creationism, and intelligent design (Order No. 1447531). Available from ProQuest Dissertations & Theses Global. (304856908). https://search.proquest.com/docview/304856908?accountid=12251 adresinden 4 Temmuz 2017 tarihinde edinilmiştir.
• Rice, J. W. (2012). Understanding and acceptance of biological evolution and the nature of science: Studies on university faculty (Order No. 3539413). Available from ProQuest Dissertations & Theses Global. (1095736558). https://search.proquest.com/docview/1095736558?accountid=12251 adresinden 1 Temmuz 2017 tarihinde edinilmiştir.
• 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 biology teachers: Critical relationships. The American Biology Teacher, 62 (1), 123-31.
• Rutledge, M. L. (1996). Indiana high school biology teachers and evolutionary theory: Acceptance and understanding (Order No. 9632834). Available from ProQuest Dissertations & Theses Global. (304320583). Retrieved from https://search.proquest.com/docview/304320583?accountid=12251 adresinden 5 Nisan 2017 tarihinde edinilmiştir.
• Rutledge, M. L. & Mitchell, M. A. (2002). High school biology teachers' knowledge structure, acceptance & teaching of evolution. The American Biology Teacher, 64(1), 21-28.
• Rutledge, M.L. & Warden, M. A. (1999). The development and validation of the measure of acceptance of the theory of evolution ınstrument. School Science and Mathematics. (99) 1, 13–18.
• Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education, 16 (1), 27–41.
• Scharmann, L.C. (1994). Teaching evolution: The influence of peer teachers' instructional modeling. Journal of Science Teacher Education, 5, 66-76.
• Schilders, M., Sloep, P., Peled, E. & Boersma, K. (2009). Worldviews and evolution in the biology classroom. Journal of Biology Education, 43 (3), 115.
• 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).
• Sinatra, G.M., Brem, S.K. & Evans, E.M. (2008). Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution:, Education and Outreach, 1, 189-195.
• Sinatra, GM., Southerland, SA., McConaughy, F. & Demastes, JW. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510–528.
• Smith, M. U. (2010a). Current status of research in teaching and learning evolution: I. Philosophical/Epistemological Issues. Science & Education, 19(6-8), 523-538.
• Smith, M. U. (2010b). Current status of research in teaching and learning evolution: II. Pedagogical issues. Science & Education, 19(6-8), 539-571.
• Southerland, S. A. &Sinatra, G. M. (2005). The shifting roles of acceptance and dispositions in understanding biological evolution. In Beyond Cartesian Dualism (pp. 69-78). Springer Netherlands.
• Southerland, S. A., Sinatra, G. M. & Matthews, M. R. (2001). Belief, Knowledge, and Science Education, Educational Psychology Review ,13.4: 325-351. Tekkaya, C. ve Kılıç, D. S. (2012). Biyoloji öğretmen adaylarının evrim öğretimine ilişkin pedagojik alan bilgileri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 406-417.
• Tekkaya, C., Akyol, G. ve Sungur, S. (2012). Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey. Evolution: Education and Outreach, 5(3), 477-493.
• Trani, R. (2004). I won't teach evolution, it's against my religion: and now for the rest of the story. The American Biology Teacher, 66, 419-442. Van Aalderen‐Smeets, S. I., Walma van der Molen, J. H. & Asma, L. J. (2012). Primary teachers' attitudes toward science: A new theoretical framework. Science Education, 96(1), 158-182.
• Vlaardingerbroek, B. & Roederer, CJ. (1997). Evolution education in Papa New Guinea: trainee teachers’ views. Educational Studies, 23(3), 363–375.
• Walter, E. M., Halverson, K. L. & Boyce, C. J. (2013). Investigating the relationship between college students’ acceptance of evolution and tree thinking understanding. Evolution: Education and Outreach, 6, 26.
• Woods, C. S. & Scharmann, L. C. (2001). High school students' perceptions of evolutionary theory. Electronic Journal of Science Education, 6 (2).
• Yates, T. B. & Marek, E. A. (2013). Is Oklahoma really OK? A regional study of the prevalence of biological evolution-related misconceptions held by introductory biology teachers. Evolution: Education and Outreach. doi:10.1186/1936-6434-6-6.
• Yetişir, M. İ. ve Kahyaoğlu, M. (2010). Pre-service teachers’ attitudes towards teaching of evolution theory. Procedia-Social and Behavioral Sciences, 2(2), 1720-1724.