BibTex RIS Kaynak Göster

Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi

Yıl 2016, Cilt: 17 Sayı: 3, 139 - 151, 08.10.2016

Öz

Bu araştırmanın amacı Türkiye’de farklı branşlardaki öğretmen adaylarının biyoteknolojiye karşı algılarını metaforlar yoluyla incelemektir. Araştırma üç farklı branştan 135 öğretmen adayı ile yürütülmüştür. Araştırmada “Biyoteknoloji … gibidir, çünkü …” cümle kalıbı kullanılarak veriler toplanmıştır. Çalışma bu açıdan olgu bilim deseninde nitel bir araştırmadır. Araştırma sonucu öğretmen adayları 77 adet farklı metafor üretmişlerdir. Bu metaforlar beş kategori altında toplanmıştır. Yüzdelik sıralamada “yenilik” kategorisi (30%) birinci sırada, “gereklilik” (26%) ikinci sırada, “avantaj” (22%) üçüncü sırada, “araç” (14%) dördüncü sırada ve “tehdit” (8%) son sırada yer almaktadır. Sonuç olarak öğretmen adaylarının çoğu (92%) biyoteknolojiye olumlu bakmaktadır. Ayrıca öğretmen adaylarının cinsiyetlerine göre biyoteknolojiye karşı metaforik algıları anlamlı farklılık göstermemektedir. Bu konuda daha ayrıntılı veriler elde etmek amacıyla farklı bölgelerden ve kültürlerden daha fazla katılımcı ile yeni araştırmalar yapılması ve ayrıca öğretim programlarında ve ders kitaplarında biyoteknolojinin güncel uygulamalarına ağırlık verilmesi önerilmektedir.

Kaynakça

  • Akçay, S. (Basımda). Prospective Elementary Science Teachers’ Understanding of Photosynthesis and Cellular Respiration in the Context of Multiple Biological Levels as Nested Systems. Journal of Biological Education.
  • Borgerding, L. A., Sadler, T. D. & Koroly, M. J. (2013). Teachers’ concerns about biotechnology education. Journal of Science Education and Technology, 22(2), 133-147.
  • Brown, T. & Smith, L. (Eds. ). (2003). Reductionism and the Development of Knowledge. London: Lawrence Erlbaum Associates, Publishers.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı, Ankara: Pegem A Yayıncılık.
  • Bybee, R. (2015). Scientific literacy. In Encyclopedia of science education (pp. 944-947). London: Springer.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage publications.
  • Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International journal of science education, 25(8), 907-922.
  • Erbaş, H. (2008). Türkiye’de Biyoteknoloji ve Toplumsal Kesimler. Ankara: Ankara Üniversitesi Basımevi.
  • Falk, H., Brill, G. & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science Education, 30(14), 1841-1866.
  • Fonseca, M. J., Costa, P., Lencastre, L. & Tavares, F. (2012). Disclosing biology teachers’ beliefs about biotechnology and biotechnology education. Teaching and Teacher Education, 28(3), 368-381.
  • France, B. (2007). Location, location, location: positioning biotechnology education for the 21st Century. Studies in Science Education, 43(1), 88-122.
  • Koc, M. (2013). Student teachers' conceptions of technology: A metaphor analysis. Computers & Education, 68, 1-8.
  • Lakoff, G. & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic books.
  • Lakoff, G. & Johnson, M. (2010). Metaphors we live by (G. Y. Demir, Çev.). İstanbul: Paradigma Yayıncılık (Orijinal eserin yayın tarihi 2003)
  • Leavy, A. M., McSorley, F. A. & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23(7), 1217-1233.
  • Martı́nez, M. A., Sauleda, N. & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher education, 17(8), 965-977.
  • Mellado, L., Bermejo, M. L. & Mellado, V. (2012). Personal metaphors of prospective secondary economics and science teachers. Asia-Pacific Journal of Teacher Education, 40(4), 395-408.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publications.
  • Pardo, R., Midden, C. & Miller, J. D. (2002). Attitudes toward biotechnology in the European Union. Journal of Biotechnology, 98(1), 9-24.
  • Saban, A. (2010). Prospective teachers' metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305.
  • Saban, A., Kocbeker, B. N. & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139.
  • Sáez, M. J., Gómez Niño, A. & Carretero, A. (2008). Matching society values: students’ views of biotechnology. International Journal of Science Education, 30(2), 167-183.
  • Schmitt, R. (2005). Systematic metaphor analysis as a method of qualitative research. The qualitative report, 10(2), 358-394.
  • Simonneaux, L. (2000). A study of pupils' conceptions and reasoning in connection with “microbes”, as a contribution to research in biotechnology education. International journal of science education, 22(6), 619-644.
  • Steele, F. & Aubusson, P. (2004). The challenge in teaching biotechnology. Research in Science Education, 34(4), 365-387.
  • Usak, M., Erdogan, M., Prokop, P. & Ozel, M. (2009). High school and university students' knowledge and attitudes regarding biotechnology. Biochemistry and Molecular Biology Education, 37(2), 123-130.
  • Wan, W., Low, G. D. & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403-415.
  • Wormeli, R. (2009). Metaphors & analogies: Power tools for teaching any subject. Portland: Stenhouse Publishers.
  • Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823.

The analysis of prospective teachers’ biotechnology perception through metaphors

Yıl 2016, Cilt: 17 Sayı: 3, 139 - 151, 08.10.2016

Öz

This study seeks to investigate through metaphors the perceptions of biotechnology of teachers of different school subjects in Turkey. A total of 135 teacher trainees from 3 different school subjects participated in the study. In the study, data were collected by using statements such as “biotechnology is like...... because.....” Therefore, this is a qualitative study with phenomenology design. At the end of the study, teacher trainees produced 77 different metaphors. These metaphors were classified into five category. In the percentage distribution, “innovation” (30%) comes first, “essentialness” (26%) comes second, “advantage” (22%) comes third, “means” (14%) comes fourth and “threat” (8%) comes fifth. To conclude, most of the teacher trainees (92%) have a positive view of biotechnology. Besides, preservice teachers’ metaphorical perceptions of biotechnology according to sex show a significant difference. We propose that comparative studies be done with more subjects from different regions and cultures, which will help to obtain detailed data in this respect. In addition, up to date applications of biotechnology must be given more place in curricula and text books.

Kaynakça

  • Akçay, S. (Basımda). Prospective Elementary Science Teachers’ Understanding of Photosynthesis and Cellular Respiration in the Context of Multiple Biological Levels as Nested Systems. Journal of Biological Education.
  • Borgerding, L. A., Sadler, T. D. & Koroly, M. J. (2013). Teachers’ concerns about biotechnology education. Journal of Science Education and Technology, 22(2), 133-147.
  • Brown, T. & Smith, L. (Eds. ). (2003). Reductionism and the Development of Knowledge. London: Lawrence Erlbaum Associates, Publishers.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı, Ankara: Pegem A Yayıncılık.
  • Bybee, R. (2015). Scientific literacy. In Encyclopedia of science education (pp. 944-947). London: Springer.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage publications.
  • Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International journal of science education, 25(8), 907-922.
  • Erbaş, H. (2008). Türkiye’de Biyoteknoloji ve Toplumsal Kesimler. Ankara: Ankara Üniversitesi Basımevi.
  • Falk, H., Brill, G. & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science Education, 30(14), 1841-1866.
  • Fonseca, M. J., Costa, P., Lencastre, L. & Tavares, F. (2012). Disclosing biology teachers’ beliefs about biotechnology and biotechnology education. Teaching and Teacher Education, 28(3), 368-381.
  • France, B. (2007). Location, location, location: positioning biotechnology education for the 21st Century. Studies in Science Education, 43(1), 88-122.
  • Koc, M. (2013). Student teachers' conceptions of technology: A metaphor analysis. Computers & Education, 68, 1-8.
  • Lakoff, G. & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic books.
  • Lakoff, G. & Johnson, M. (2010). Metaphors we live by (G. Y. Demir, Çev.). İstanbul: Paradigma Yayıncılık (Orijinal eserin yayın tarihi 2003)
  • Leavy, A. M., McSorley, F. A. & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23(7), 1217-1233.
  • Martı́nez, M. A., Sauleda, N. & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher education, 17(8), 965-977.
  • Mellado, L., Bermejo, M. L. & Mellado, V. (2012). Personal metaphors of prospective secondary economics and science teachers. Asia-Pacific Journal of Teacher Education, 40(4), 395-408.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publications.
  • Pardo, R., Midden, C. & Miller, J. D. (2002). Attitudes toward biotechnology in the European Union. Journal of Biotechnology, 98(1), 9-24.
  • Saban, A. (2010). Prospective teachers' metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305.
  • Saban, A., Kocbeker, B. N. & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139.
  • Sáez, M. J., Gómez Niño, A. & Carretero, A. (2008). Matching society values: students’ views of biotechnology. International Journal of Science Education, 30(2), 167-183.
  • Schmitt, R. (2005). Systematic metaphor analysis as a method of qualitative research. The qualitative report, 10(2), 358-394.
  • Simonneaux, L. (2000). A study of pupils' conceptions and reasoning in connection with “microbes”, as a contribution to research in biotechnology education. International journal of science education, 22(6), 619-644.
  • Steele, F. & Aubusson, P. (2004). The challenge in teaching biotechnology. Research in Science Education, 34(4), 365-387.
  • Usak, M., Erdogan, M., Prokop, P. & Ozel, M. (2009). High school and university students' knowledge and attitudes regarding biotechnology. Biochemistry and Molecular Biology Education, 37(2), 123-130.
  • Wan, W., Low, G. D. & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403-415.
  • Wormeli, R. (2009). Metaphors & analogies: Power tools for teaching any subject. Portland: Stenhouse Publishers.
  • Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Süleyman Akçay

Yayımlanma Tarihi 8 Ekim 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 17 Sayı: 3

Kaynak Göster

APA Akçay, S. (2016). Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 139-151.
AMA Akçay S. Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi. INUEFD. Ekim 2016;17(3):139-151.
Chicago Akçay, Süleyman. “Öğretmen adaylarının Biyoteknoloji algısının Metaforlar Yoluyla Analizi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17, sy. 3 (Ekim 2016): 139-51.
EndNote Akçay S (01 Ekim 2016) Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17 3 139–151.
IEEE S. Akçay, “Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi”, INUEFD, c. 17, sy. 3, ss. 139–151, 2016.
ISNAD Akçay, Süleyman. “Öğretmen adaylarının Biyoteknoloji algısının Metaforlar Yoluyla Analizi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17/3 (Ekim 2016), 139-151.
JAMA Akçay S. Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi. INUEFD. 2016;17:139–151.
MLA Akçay, Süleyman. “Öğretmen adaylarının Biyoteknoloji algısının Metaforlar Yoluyla Analizi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 17, sy. 3, 2016, ss. 139-51.
Vancouver Akçay S. Öğretmen adaylarının biyoteknoloji algısının metaforlar yoluyla analizi. INUEFD. 2016;17(3):139-51.

2002 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.