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TÜRK ÜNİVERSİTE ÖĞRENCİLERİ ARASINDA EVRİM TEORİSİNİ ANLAMA VE KABUL ETME

Yıl 2012, Cilt: 13 Sayı: 1, 1 - 11, 01.01.2012

Efsun Annaç Hasan Bahçekapılı

Öz

Doğuş Üniversitesi ve Bahçeşehir Üniversitesi Psikoloji Bölümü öğrencileri N=99 arasında evrim teorisini kabul etme düzeyi ve bunu belirleyen faktörler incelendi. Öğrencilerin yaklaşık yarısının evrim teorisini kabul ettiği bulundu. Bu oran önceki bulgulardan daha yüksektir. Bilime karşı olumlu tutuma sahip olmak ve anne-baba eğitim düzeyi kabul düzeyiyle pozitif korelasyon gösterirken dindarlık negatif korelasyon gösterdi. Evrim teorisini anlama düzeyi şaşırtıcı derecede düşüktü. Teoriyi anlama ve bilimin doğasını anlamayla teoriyi kabul düzeyi korelasyon göstermedi. Bulgulardan hareketle evrim teorisi eğitiminde nasıl daha ileri gidilebileceği tartışıldı

Anahtar Kelimeler

Evrim Teorisini Kabul Etme Evrim Teorisini Anlama Bilim Eğitimi Türk Üniversite Öğrencileri

Kaynakça

  • ALTERS, B.J., ALTERS, S. (2001). Defending evolution in the classroom: A guide to the creation/evolution controversy. Boston: Jones and Bartlett.
  • ALTERS, B.J., NELSON, C.E. (2002). Perspective: Teaching evolution in higher education. Evolution, 56, 1891-1901.
  • ANDERSON, D.L., FISHER, K.M., NORMAN, G.J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
  • ANDERSON, R.D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91, 664-677.
  • APAYDIN, Z., SÜRMELİ, H. (2009). Üniversite öğrencilerinin evrim teorisine yönelik tutumları. Ilköğretim Online, 8, 820-842.
  • AROUA, S., COQUIDE, M., & ABBES, S. (2009). Overcoming the effect of the socio- cultural context: Impact of teaching evolution in Tunisia. Evolution: Education and Outreach, 2, 474-478.
  • ASGHAR, A., WILES, J.R., ALTERS, B. (2007). Canadian pre-service elementary teachers’ conceptions of biological evolution and evolution education. McGill Journal of Education, 42, 189-209.
  • BAUMGARTNER, E., DUNCAN, K. (2009). Evolution of students' ideas about natural selection through a constructivist framework. The American Biology Teacher, 71, 218- 227.
  • BLOOM, P., WEISBERG, D.S. (2007). Childhood origins of adult resistance to science. Science, 316, 996-997.
  • BREM, S.K., RANNEY, M., SCHINDEL, J. (2003). Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory. Science Education, 87, 181–206.
  • CHINSAMY, A., PLAGANYI, E. (2007). Accepting evolution. Evolution, 62, 248-254.
  • ÇETİNKAYA, H. (2006). Evrim, bilim ve eğitim üzerine. Ege Eğitim Dergisi, 1(7), 1-21.
  • DAGHER, Z. R., BOUJAOUDE, S. (2005). Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378-391.
  • DENİZ, H., DONNELLY, L.A., & YILMAZ, 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, 420-443.
  • KAMPOURAKIS, K., ZOGZA, V. (2009). Preliminary evolutionary explanations: A basic framework for conceptual change and explanatory coherence in evolution. Science & Education, 18, 1313-1340.
  • LADINE, T.A. (2009). Attitudes of students at a private Christian liberal arts university toward the teaching of evolution. Evolution: Education and Outreach, 2, 386-392.
  • LOMBROZO, T., THANUKOS, A., WEISBERG, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1, 290-298.
  • MARTIN-HANSEN, L.M. (2007). First-year college students’ conflict with religion and science. Science & Education, 17, 317-357.
  • MCCRORY, C., MURPHY, C. (2009). The growing visibility of creationism in Northern Ireland: Are new science teachers equipped to deal with the issues? Evolution: Education and Outreach, 2, 372-385.
  • MILLER, J.D., SCOTT, E.C., & OKATOMO, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
  • 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., REILLY, L. (2007). Biology majors’ knowledge and misconceptions of natural selection. BioScience, 57, 263-272.
  • NEHM, R.H., SCHONFELD, I. S. (2008). Measuring knowledge of natural selection: A comparison of the CINS, an open-response instrument, and an oral interview. Journal of Research in Science Teaching, 45, 1131-1160.
  • NELSON, C.E. (2008). Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions. Integrative and Comparative Biology, 48, 213-225.
  • PEKER, D., CÖMERT, G.S., KENCE, A. (2010). Three decades of anti- evolution campaign and its results: Turkish undergraduates’ acceptance and understanding of the biological evolution theory. Science & Education, 19, 739-755.
  • PIGLIUCCI, M. (2002). Denying evolution: Creationism, scientism, and the nature of science. Sunderland, MA: Sinauer.
  • PIGLIUCCI, M. (2007) The evolution-creation wars: Why teaching more science just is not enough. McGill Journal of Education, 42, 285-306.
  • PRINOU, L., HALKIA, L., SKORDOULIS, C. (2009). What conceptions do Greek school students form about biological evolution? Evolution: Education and Outreach, 2, 312- 317.
  • REISS, M. J. (2009). The relationship between evolutionary biology and religion. Evolution, 63, 1934-1941.
  • ROBBINS J. R., ROY, P. (2007). The natural selection: Identifying and correcting non- science student preconceptions through an inquiry-based, critical approach to evolution. The American Biology Teacher, 69, 460-466.
  • SCOTT, E.C. (2009). Evolution vs. creationism: An introduction. Berkeley: University of California Press.
  • 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, M.G., SOUTHERLAND, S.A., MCCONAUGHY, F. DEMASTES, J.W. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • STANOVICH, K.E. (2008). Higher order preferences and the master rationality motive. Thinking and Reasoning, 14, 111-128.
  • 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, 419-427.
  • VERHEY, S.D. (2005). The effect of engaging prior learning on student attitudes toward creationism and evolution. BioScience, 55, 996-1003.
  • WILLIAMS, J.D. (2009). Belief versus acceptance: Why do people not believe in evolution? BioEssays, 31, 1255-1262.

UNDERSTANDING AND ACCEPTANCE OF EVOLUTIONARY THEORY AMONG TURKISH UNIVERSITY STUDENTS

Yıl 2012, Cilt: 13 Sayı: 1, 1 - 11, 01.01.2012

Efsun Annaç Hasan Bahçekapılı

Öz

Acceptance level of evolutionary theory and factors predicting it were examined among Psychology majors from Doğuş University and Bahçeşehir University N=99 . About half of the students accepted evolutionary theory, which is a higher percentage than in previous reports. Positive attitudes towards science and parents’ education were positively correlated with acceptance whereas religiosity was negatively correlated. Understanding of evolutionary theory was surprisingly low. Understanding the theory and understanding the nature of science were unrelated to acceptance. Recommendations are made to improve the teaching of evolutionary theory.

Anahtar Kelimeler

Accepting Evolution Understanding Evolution Science Education Turkish Undergraduates

Kaynakça

  • ALTERS, B.J., ALTERS, S. (2001). Defending evolution in the classroom: A guide to the creation/evolution controversy. Boston: Jones and Bartlett.
  • ALTERS, B.J., NELSON, C.E. (2002). Perspective: Teaching evolution in higher education. Evolution, 56, 1891-1901.
  • ANDERSON, D.L., FISHER, K.M., NORMAN, G.J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
  • ANDERSON, R.D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91, 664-677.
  • APAYDIN, Z., SÜRMELİ, H. (2009). Üniversite öğrencilerinin evrim teorisine yönelik tutumları. Ilköğretim Online, 8, 820-842.
  • AROUA, S., COQUIDE, M., & ABBES, S. (2009). Overcoming the effect of the socio- cultural context: Impact of teaching evolution in Tunisia. Evolution: Education and Outreach, 2, 474-478.
  • ASGHAR, A., WILES, J.R., ALTERS, B. (2007). Canadian pre-service elementary teachers’ conceptions of biological evolution and evolution education. McGill Journal of Education, 42, 189-209.
  • BAUMGARTNER, E., DUNCAN, K. (2009). Evolution of students' ideas about natural selection through a constructivist framework. The American Biology Teacher, 71, 218- 227.
  • BLOOM, P., WEISBERG, D.S. (2007). Childhood origins of adult resistance to science. Science, 316, 996-997.
  • BREM, S.K., RANNEY, M., SCHINDEL, J. (2003). Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory. Science Education, 87, 181–206.
  • CHINSAMY, A., PLAGANYI, E. (2007). Accepting evolution. Evolution, 62, 248-254.
  • ÇETİNKAYA, H. (2006). Evrim, bilim ve eğitim üzerine. Ege Eğitim Dergisi, 1(7), 1-21.
  • DAGHER, Z. R., BOUJAOUDE, S. (2005). Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378-391.
  • DENİZ, H., DONNELLY, L.A., & YILMAZ, 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, 420-443.
  • KAMPOURAKIS, K., ZOGZA, V. (2009). Preliminary evolutionary explanations: A basic framework for conceptual change and explanatory coherence in evolution. Science & Education, 18, 1313-1340.
  • LADINE, T.A. (2009). Attitudes of students at a private Christian liberal arts university toward the teaching of evolution. Evolution: Education and Outreach, 2, 386-392.
  • LOMBROZO, T., THANUKOS, A., WEISBERG, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1, 290-298.
  • MARTIN-HANSEN, L.M. (2007). First-year college students’ conflict with religion and science. Science & Education, 17, 317-357.
  • MCCRORY, C., MURPHY, C. (2009). The growing visibility of creationism in Northern Ireland: Are new science teachers equipped to deal with the issues? Evolution: Education and Outreach, 2, 372-385.
  • MILLER, J.D., SCOTT, E.C., & OKATOMO, S. (2006). Public acceptance of evolution. Science, 313, 765-766.
  • 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., REILLY, L. (2007). Biology majors’ knowledge and misconceptions of natural selection. BioScience, 57, 263-272.
  • NEHM, R.H., SCHONFELD, I. S. (2008). Measuring knowledge of natural selection: A comparison of the CINS, an open-response instrument, and an oral interview. Journal of Research in Science Teaching, 45, 1131-1160.
  • NELSON, C.E. (2008). Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions. Integrative and Comparative Biology, 48, 213-225.
  • PEKER, D., CÖMERT, G.S., KENCE, A. (2010). Three decades of anti- evolution campaign and its results: Turkish undergraduates’ acceptance and understanding of the biological evolution theory. Science & Education, 19, 739-755.
  • PIGLIUCCI, M. (2002). Denying evolution: Creationism, scientism, and the nature of science. Sunderland, MA: Sinauer.
  • PIGLIUCCI, M. (2007) The evolution-creation wars: Why teaching more science just is not enough. McGill Journal of Education, 42, 285-306.
  • PRINOU, L., HALKIA, L., SKORDOULIS, C. (2009). What conceptions do Greek school students form about biological evolution? Evolution: Education and Outreach, 2, 312- 317.
  • REISS, M. J. (2009). The relationship between evolutionary biology and religion. Evolution, 63, 1934-1941.
  • ROBBINS J. R., ROY, P. (2007). The natural selection: Identifying and correcting non- science student preconceptions through an inquiry-based, critical approach to evolution. The American Biology Teacher, 69, 460-466.
  • SCOTT, E.C. (2009). Evolution vs. creationism: An introduction. Berkeley: University of California Press.
  • 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, M.G., SOUTHERLAND, S.A., MCCONAUGHY, F. DEMASTES, J.W. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40, 510-528.
  • STANOVICH, K.E. (2008). Higher order preferences and the master rationality motive. Thinking and Reasoning, 14, 111-128.
  • 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, 419-427.
  • VERHEY, S.D. (2005). The effect of engaging prior learning on student attitudes toward creationism and evolution. BioScience, 55, 996-1003.
  • WILLIAMS, J.D. (2009). Belief versus acceptance: Why do people not believe in evolution? BioEssays, 31, 1255-1262.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Efsun Annaç Bu kişi benim

Hasan Bahçekapılı Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 13 Sayı: 1

Kaynak Göster

APA Annaç, E., & Bahçekapılı, H. (2012). UNDERSTANDING AND ACCEPTANCE OF EVOLUTIONARY THEORY AMONG TURKISH UNIVERSITY STUDENTS. Doğuş Üniversitesi Dergisi, 13(1), 1-11.