BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 7 Sayı: 2, 84 - 93, 09.07.2017

Öz

Kaynakça

  • Allen, W. (2003). Plant Blindness. BioScience, 53(10), 926-926. doi: 10.1641/0006- 3568(2003)053[0926:PB]2.0.CO;2.
  • Büyüköztürk, Ş., Kılıç Çakmak, E. Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. (18. Baskı). Ankara: PegemA Yayıncılık.
  • Ceylan, O. (2009). Muğla Üniversitesi Yerleşke Florası. OT Sistematik Botanik Dergisi, 16(1), 79-96.
  • Chapman, A. D. (2009). Numbers of Living Species in Australia and the World. (Second Edition). Canberra: Australian Government, Department of the Environment, Water, Heritage and the Arts.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık
  • Çevre Bakanlığı (2001). Ulusal Biyolojik Çeşitlilik Stratejisi ve Eylem Planı. Ankara: Çevre Bakanlığı.
  • Çil, E. (2015). Integrating Botany with Chemistry & Art to Improve Elementary School Childrens’ Awareness of Plants. The American Biology Teacher, 77(5), 348- 355.
  • Etikan, S., Sevinç, B. ve Balcı, N. (2009). Muğla Florasında Doğal Olarak Bulunan ve Boyacılıkta Kullanılan Bazı Bitkilerden Elde Edilen Renkler ve Bu Renklerin Yün Halı İplikleri Işık ve Sürtünme Haslıkları. Muğla: Muğla Üniversitesi Rektörlük Yayınları.
  • Fancovicova, J. & Prokop, P. (2010). Development and initial psychometric assessment ofthe plant attitude questionnaire. Journal of Science Education and Technology, 19, 415-421.
  • Fancovicova, J. & Prokop, P. (2011). Plants have a chance: outdoor educational programmes alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537–551.
  • Gatt, S., Tunnucliffe, S.D., Borg, K. & Lautier, K. (2007). Young Maltese children’s ideas about plants. Journal of Biology Education, 41(3), 117–121.
  • IUCN 2006. The IUCN Red List of Threatened Species.<http://www.iucnredlist.org>. Downloaded on 06 December 2010.
  • İskender, E., Zeynalov, Y. Ozaslan, M., İncik, F. ve Yayla, F. (2006). Investigation and Introduction of Some Rare and Threatened Plants from Turkey, Biotechnol. & Biotechnol. Eq. 20(3), 60-68.
  • Jewell, N. (2002). Examining Children’s Model of Seed. Journal of Biological Education, 36(3), 116–122.
  • Kinchin, I. M. (1999). Investigating Secondary-School Girls’ Preferences for animals or plants: a simple “head-to-head” comparasion using unfamiliar organisms. Journal of Biological Education, 33(2), 95- 99.
  • Küçükala, A., Durmuşkahya, C. ve Koray, Z. (2010). Sığla Ağacının Korunmasına Yönelik Eğitim Çalışmaları Projesi Sonuç Raporu. Ankara: ÖÇKK Başkanlığı
  • Living Planet Report (2012). wwf.panda.org/lpr (2/12/2012)
  • Organisation for Economic Co-operation and Development [OECD] Environmental Performance Reviews: Turkey 2008. DOI: 10.1789/9789264063954-tr
  • Patrick, P. &Tunnicliffe,S. D.(2011).What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?. Journal of Science Educcation Technology, 20, 630–642.
  • Schussler, E.E. & Olzak, L.A. (2008). It’s not easy being green: student recall of plant and animal images. Journal of Biological Education, 42(3), 112-118.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & http://PAREonline.net/getvn.asp?v=7&n=17. 7(17). Retrieved June 9, 2016 from
  • Strgar,J. (2007).Increasing the interest of students in plants. Journal of Biological Education, 42(1), 19-23.
  • Toksoy, D., Gümüş, C. ve Ayyıldız, H. (2003). Türkiye’de Orman Kaynaklarının Durumu ve Tıbbi Bitkilerin Ticareti Üzerine Bir Değerlendirme, Orman ve Ekonomi Dergisi, 2(8), 7-14.
  • Tunnicliffe, S. D. (1996). The Relationship Between Pupils' Age and the Content of Conversations Generated at Three Types of Animal Exhibits. Research in Science Education, 26(4), 461-480.
  • Tunnicliffe, S. D. (2001). Talking about plants-comments of primary school groups looking at plants exhibits in a botanical garden. Journal of Biological Education, 36(1), 27- 34.
  • Tunniciiffe, S. D. & Reiss, M. J. (2000). Building a Model of the Environment: How do Children See Plants?. Journal of Biological Education, 34,172-177.
  • Wandersee, J.H. & Schussler, E.E. (1996). Preventing Plant Blindness, The American Biology Teacher, 61(2), 82-86.
  • Wandersee, J.H. & Schussler, E.E. (2001). Preventing plant blindness. The American Biology Teacher, 61, 84-86.
  • Wandersee, J. H., Clary, R.M. & Guzman, S.M. (2006). A Writing Template for Probing Students’ Botonical Sense of Place. The American Biology Teacher, 68(7), 419– 422.
  • Yıldırım, A., ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (Beşinci Baskı). Ankara: Seçkin Yayıncılık.
  • Yorek, N., Şahin, M. ve Aydın, H. (2009). Are Animals ‘More Alive’ than Plants? Animistic-Anthropocentric Construction of Life Concept.Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 369–378.
  • Yorek, N., Ugulu, I., & Aydın, H. (2016). Using Self-Organizing Neural Network Map Combined with Ward’s Clustering Algorithm for Visualization of Students’ Cognitive Structural Models about Aliveness Concept. Intelligence and Neuroscience. http://dx.doi.org/10.1155/2016/2476256. Computational

Determination of Pre-service Teachers’ Awareness of Plants

Yıl 2017, Cilt: 7 Sayı: 2, 84 - 93, 09.07.2017

Öz

Human beings do not usually recognize plants although they exist widely in their environment. This condition has been described as plant blindness in literature. The main purpose of this study is to examine pre-service elementary teachers’ awareness of plants. Moreover, the study examined from which sources student-teachers gained knowledge about plants. This study was designed as a survey model. The data of the study were obtained from the questionnaire consisting of two open-ended questions. The study group of this research consisted of 308 student-teachers. The participants receive teacher training at a state university located in Turkey’s Aegean coast. Frequencies and percentages were calculated for the data analysis. The results of this study revealed that pre-service elementary teachers have got symptoms of plant blindness. The source of knowledge for plants is not usually formal science education. In addition to this, the results of this study suggest that student-teachers have a tendency to form aliveness concept with animistic and anthropocentric perspectives. In the light of these results, it is highlighted that there is a need to support pre-service elementary teachers’ awareness of plants to prevent young children’s plant blindness

Kaynakça

  • Allen, W. (2003). Plant Blindness. BioScience, 53(10), 926-926. doi: 10.1641/0006- 3568(2003)053[0926:PB]2.0.CO;2.
  • Büyüköztürk, Ş., Kılıç Çakmak, E. Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. (18. Baskı). Ankara: PegemA Yayıncılık.
  • Ceylan, O. (2009). Muğla Üniversitesi Yerleşke Florası. OT Sistematik Botanik Dergisi, 16(1), 79-96.
  • Chapman, A. D. (2009). Numbers of Living Species in Australia and the World. (Second Edition). Canberra: Australian Government, Department of the Environment, Water, Heritage and the Arts.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık
  • Çevre Bakanlığı (2001). Ulusal Biyolojik Çeşitlilik Stratejisi ve Eylem Planı. Ankara: Çevre Bakanlığı.
  • Çil, E. (2015). Integrating Botany with Chemistry & Art to Improve Elementary School Childrens’ Awareness of Plants. The American Biology Teacher, 77(5), 348- 355.
  • Etikan, S., Sevinç, B. ve Balcı, N. (2009). Muğla Florasında Doğal Olarak Bulunan ve Boyacılıkta Kullanılan Bazı Bitkilerden Elde Edilen Renkler ve Bu Renklerin Yün Halı İplikleri Işık ve Sürtünme Haslıkları. Muğla: Muğla Üniversitesi Rektörlük Yayınları.
  • Fancovicova, J. & Prokop, P. (2010). Development and initial psychometric assessment ofthe plant attitude questionnaire. Journal of Science Education and Technology, 19, 415-421.
  • Fancovicova, J. & Prokop, P. (2011). Plants have a chance: outdoor educational programmes alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537–551.
  • Gatt, S., Tunnucliffe, S.D., Borg, K. & Lautier, K. (2007). Young Maltese children’s ideas about plants. Journal of Biology Education, 41(3), 117–121.
  • IUCN 2006. The IUCN Red List of Threatened Species.<http://www.iucnredlist.org>. Downloaded on 06 December 2010.
  • İskender, E., Zeynalov, Y. Ozaslan, M., İncik, F. ve Yayla, F. (2006). Investigation and Introduction of Some Rare and Threatened Plants from Turkey, Biotechnol. & Biotechnol. Eq. 20(3), 60-68.
  • Jewell, N. (2002). Examining Children’s Model of Seed. Journal of Biological Education, 36(3), 116–122.
  • Kinchin, I. M. (1999). Investigating Secondary-School Girls’ Preferences for animals or plants: a simple “head-to-head” comparasion using unfamiliar organisms. Journal of Biological Education, 33(2), 95- 99.
  • Küçükala, A., Durmuşkahya, C. ve Koray, Z. (2010). Sığla Ağacının Korunmasına Yönelik Eğitim Çalışmaları Projesi Sonuç Raporu. Ankara: ÖÇKK Başkanlığı
  • Living Planet Report (2012). wwf.panda.org/lpr (2/12/2012)
  • Organisation for Economic Co-operation and Development [OECD] Environmental Performance Reviews: Turkey 2008. DOI: 10.1789/9789264063954-tr
  • Patrick, P. &Tunnicliffe,S. D.(2011).What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?. Journal of Science Educcation Technology, 20, 630–642.
  • Schussler, E.E. & Olzak, L.A. (2008). It’s not easy being green: student recall of plant and animal images. Journal of Biological Education, 42(3), 112-118.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & http://PAREonline.net/getvn.asp?v=7&n=17. 7(17). Retrieved June 9, 2016 from
  • Strgar,J. (2007).Increasing the interest of students in plants. Journal of Biological Education, 42(1), 19-23.
  • Toksoy, D., Gümüş, C. ve Ayyıldız, H. (2003). Türkiye’de Orman Kaynaklarının Durumu ve Tıbbi Bitkilerin Ticareti Üzerine Bir Değerlendirme, Orman ve Ekonomi Dergisi, 2(8), 7-14.
  • Tunnicliffe, S. D. (1996). The Relationship Between Pupils' Age and the Content of Conversations Generated at Three Types of Animal Exhibits. Research in Science Education, 26(4), 461-480.
  • Tunnicliffe, S. D. (2001). Talking about plants-comments of primary school groups looking at plants exhibits in a botanical garden. Journal of Biological Education, 36(1), 27- 34.
  • Tunniciiffe, S. D. & Reiss, M. J. (2000). Building a Model of the Environment: How do Children See Plants?. Journal of Biological Education, 34,172-177.
  • Wandersee, J.H. & Schussler, E.E. (1996). Preventing Plant Blindness, The American Biology Teacher, 61(2), 82-86.
  • Wandersee, J.H. & Schussler, E.E. (2001). Preventing plant blindness. The American Biology Teacher, 61, 84-86.
  • Wandersee, J. H., Clary, R.M. & Guzman, S.M. (2006). A Writing Template for Probing Students’ Botonical Sense of Place. The American Biology Teacher, 68(7), 419– 422.
  • Yıldırım, A., ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (Beşinci Baskı). Ankara: Seçkin Yayıncılık.
  • Yorek, N., Şahin, M. ve Aydın, H. (2009). Are Animals ‘More Alive’ than Plants? Animistic-Anthropocentric Construction of Life Concept.Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 369–378.
  • Yorek, N., Ugulu, I., & Aydın, H. (2016). Using Self-Organizing Neural Network Map Combined with Ward’s Clustering Algorithm for Visualization of Students’ Cognitive Structural Models about Aliveness Concept. Intelligence and Neuroscience. http://dx.doi.org/10.1155/2016/2476256. Computational
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Emine Çil Bu kişi benim

Durmuş Yanmaz

Yayımlanma Tarihi 9 Temmuz 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7 Sayı: 2

Kaynak Göster

APA Çil, E., & Yanmaz, D. (2017). Determination of Pre-service Teachers’ Awareness of Plants. International Electronic Journal of Environmental Education, 7(2), 84-93.
AMA Çil E, Yanmaz D. Determination of Pre-service Teachers’ Awareness of Plants. IEJEE-Green. Temmuz 2017;7(2):84-93.
Chicago Çil, Emine, ve Durmuş Yanmaz. “Determination of Pre-Service Teachers’ Awareness of Plants”. International Electronic Journal of Environmental Education 7, sy. 2 (Temmuz 2017): 84-93.
EndNote Çil E, Yanmaz D (01 Temmuz 2017) Determination of Pre-service Teachers’ Awareness of Plants. International Electronic Journal of Environmental Education 7 2 84–93.
IEEE E. Çil ve D. Yanmaz, “Determination of Pre-service Teachers’ Awareness of Plants”, IEJEE-Green, c. 7, sy. 2, ss. 84–93, 2017.
ISNAD Çil, Emine - Yanmaz, Durmuş. “Determination of Pre-Service Teachers’ Awareness of Plants”. International Electronic Journal of Environmental Education 7/2 (Temmuz 2017), 84-93.
JAMA Çil E, Yanmaz D. Determination of Pre-service Teachers’ Awareness of Plants. IEJEE-Green. 2017;7:84–93.
MLA Çil, Emine ve Durmuş Yanmaz. “Determination of Pre-Service Teachers’ Awareness of Plants”. International Electronic Journal of Environmental Education, c. 7, sy. 2, 2017, ss. 84-93.
Vancouver Çil E, Yanmaz D. Determination of Pre-service Teachers’ Awareness of Plants. IEJEE-Green. 2017;7(2):84-93.