Araştırma Makalesi
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Biology Teachers' Level of Recognition of Trees in Their Close Environment

Yıl 2022, Cilt , Sayı 21, 41 - 53, 24.01.2022
https://doi.org/10.30786/jef.995207

Öz

The purpose of this study is to determine how effectively biology instructors at high schools connected with the Ministry of National Education identify trees in their immediate surroundings in the context of trees, which are critical to the notion of biodiversity. The population comprises of biology instructors who worked in high schools in various regions of Turkey during 2020 and 2021 under the auspices of the Ministry of National Education. The research sampled 262 biology teachers volunteer using an accessible sampling technique. The research model is a relational one that is based on the general survey model, a quantitative research technique. Mercan and Köseoglu's (2019) "Given Tree Recognition (GTR) Test" was used to gather data for the study. The Mann Whitney U Test was used to compare matched groups and the Kruskal-Wallis H test was used to compare more than two groups in the analysis of the data collected throughout the study. According to the study's results, biology instructors' capacity to identify trees in their immediate surroundings is limited. It is deemed critical to ascertain biology instructors' degree of recognition of trees in their immediate surroundings, since the research's findings begin with an understanding of the importance of biodiversity, which is one of the most critical problems in the conceptual framework of biology teaching.

Kaynakça

  • Aktürk, Z., Dağdeviren, N., Yıldırım, T., Yılmazer, A., Bulut, F., & Subaşı, B. (2006). Tıp öğrencileri bitkileri ne kadar tanıyor? Tıp fakültesi birinci ve altıncı sınıf öğrencileri arasında bitkilerin ve sağlıktaki kullanım alanlarının bilinme durumları. Genel Tıp Dergisi, 16(3), 101-106.
  • Alexandar, R., & Poyyamoli, G. (2014). The Effectiveness of environmental education for sustainable development based on active teaching and learning at high school level. A case study from Puducherry and Cuddalore regions, India JSE, 7, 1-20.
  • Atik, A. D., Öztekin, M., & Erkoç, F. (2010). Biyoçeşitlilik ve Türkiye’deki endemik bitkilere örnekler [Biodiversity and examples of endemic plants in Turkey]. Journal of Gazi Education Faculty, 30(1), 219-240.
  • Barker, S., & D. Slingsby. (1998). From nature table to niche: Curriculum progression in ecological concepts. International Journal of Science Education, 20(4), 479–86.
  • Barker, S., & P. Elliot. (2000). Planning a skills-based resource for biodiversity education. Journal of Biological Education, 34(3), 123–27.
  • Beringer, A., & Adomßent, M. (2008). Sustainable university research and development: Inspecting sustainability in higher education research. Environ. Educ. Res., 14, 607–623.
  • Bilir, A., & Özbaş, S. (2017). Lise öğrencilerinin küresel ve yerel biyoçeşitlilik kaybına yönelik problem algısı [The problem perception of high school students towards global and local biodiversity loss]. Atatürk University Institute of Social Sciences Journal, 21(1), 97-108.
  • Borg, C., Gericke, N., Höglund, H.O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions. Res. Sci. Technol. Educ., 30, 185–207.
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577–79.
  • Civelek, S. (2012). Ortaöğretim 9. sınıf öğrencilerinin çevrelerindeki bitkileri tanıma düzeyleri: Trabzon ili örneği Secondary 9. grade students ' recognition levels of plants around them: example of Trabzon province] (Unpublished Master Thesis), Karadeniz Teknik University, Institute of Educational Sciences, Trabzon.
  • Çavuş, A. (2013). Ortaokul 7. sınıf fen ve teknoloji dersinin çevre eğitimi açısından etkiliğine ilişkin öğretmen görüşlerinin değerlendirilmesi (Bingöl İli Örneği) [Middle school 7. assessment of the teacher's views on the effectiveness of the classroom science and technology course in terms of environmental education (example of Bingel province)] (Unpublished Master Thesis), İnönü University, Institute of Social Sciences, Malatya.
  • Davidz, H. (2006). Enabling systems thinking to accelerate the development of senior systems engineers.
  • Demirezen, S. (2012). İlköğretim öğrencilerinin yakın çevresindeki biyolojik zenginliklerinin farkındalıkları Kars ili örneği [Awareness of biological wealth of Primary School students in the immediate vicinity example of Kars province] (Unpublished Master Thesis), Kafkas University, Institute of Educational Sciences, Kars.
  • Descombe, M. (2010). Ground rules for social reasearch. guidelines for good practice. Berkshire.
  • Dikmenli, M. (2010). Biology student teachers’ conceptual frameworks regarding biodiversity. Education, 130, 479–489.
  • Falkenberg, T., & Babiuk, G. (2014). The status of education for sustainability in initial teacher education programmes: A Canadian case study. International Journal of Sustainability in Higher Education, 15(4), 418-430.
  • Fiebelkorn, F., & Menzel, S.(2013). Student teachers' understanding of the terminology, distribution, and loss of biodiversity: Perspectives from a biodiversity hotspot and an ındustrialized country. Res Sci Educ, 43(4), 1593–1615.
  • Flood, R.L. (2010). The relationship of ‘systems thinking’ to action research. SPAR, 23, 269–284.
  • Fullan, M.G. (2002). The change leader. Educational Leadership, 59(8), 16–20.
  • Gatt, S., Tunnicliffe, S., Borgl, K., Lautier, K., (2007). Young maltese childern’s ideas about plants. Journal Biology Education, 41(3), 117-121.
  • Gayford, C. (2000). Biodiversity education: A teacher’s perspective. Environmental Education Research, 6(4), 347–362.
  • Howitt, C. (2007). Pre-service elementary teachers’ perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37(1), 41–58.
  • Kápylá, M., & Wahlström, R. (2004). An environmental education program for teacher trainers in Finland. The Journal of Environmental Education, 31(2), 31-37.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Akademic Publication.
  • Kassas, M. (2000). Environmental education: Biodiversity. Environmentalist, 22, 345–351.
  • Köseoğlu, P., Mercan, G., & Pehlivanoğlu, E. (2020). “9. sınıf lise öğrencilerine yönelik okul dışı ortamda gerçekleştirilen ağaçbilim eğitimi” projesinin değerlendirilmesi (Evaluatıon of the “education of treescience in out-of-school environment for 9th grade hıgh school students” of the project). Journal of Abant İzzet Baysal University of Faculty of Education, 20(2), 904-931.
  • Köseoğlu, P., Mercan, G., Gökbulut, Ö. Ö., & Pehlivanoğlu, E. (2021). STRCT-inquiry-based science schools in nature: effect on environmental awareness on preschool teachers and preschool children. Journal of Kastamonu Education, 29(3), 654-669.
  • Lane, J. F, Wilke, R. Champeau. R., & Sivek, D. (1995). Strength and weaknesses of teacher environmental education preparation in Wisconsin. The Journal of Environmental Education, 27(1), 36–45.
  • Lieber, J., M. Hanson, J. Marci, P.J. Beckman, S.L. Odom, S.R. Sandall, I.S. Schwartz, E. Horn., & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83–98.
  • Lindemann-Matthies, P., Constantinou, C., Junge, X., Köhler, K., Mayer, J., Nagel, U., & Raper, G., (2009). The integration of biodiversity education in the initial education of primary school teachers: Four comparative case studies from Europe. Environmental Education Research, 15(1), 17–37.
  • Lückman, K., & Menzel, S. (2013). Herbs versus trees: influences on teenagers' knowledge of plant species. Journal of Biological Education, 48(2), 80-90.
  • Mayer, J. (1992). Formenvielfalt im Biologieunterricht [Biological diversity in biology education]. Kiel: IPN.
  • Mayr, E. (2004). What makes biology unique? Considerations of the autonomy of a scientific discipline. Cambridge University Press: Cambridge, UK.
  • McCoy, W. M., McCoy, A. K., & Levey, J. D., (2007). Teaching biodiversity to students in ınner city & underresourced schools. The American Biology Teacher, 69(8), 473-476.
  • Mercan, G., & Köseoğlu, P. (2019). Biyoloji öğretmen adaylarının yakın çevrelerindeki ağaçları tanıma düzeyleri: Ankara ili örneği [Biology teacher candidates’ identification levels of trees in their immediate surrroundings: Ankara example]. YYU Journal of Education Faculty, 16(1), 538-560.
  • Özsevgeç, T., & Artun, H. (2012). Assessment of factors affecting the attitudes of Primary School students towards the environment 11. National Symposium on Classroom Teacher Education, 24-26 May 2012, Rize.
  • Plevyak, L.H., Bendixen-Noe, M., Henderson, J., Roth. R. E., & Wilke. R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28–36.
  • Powers, A. L. (2004). Teacher preparation for environmental education: faculty perspectives on the infusion of environmental education into pre-service methods courses. The Journal of Environmental Education, 35(3), 3–11.
  • Ramadoss, A., & Moli, G.P. (2011). Biodiversity conservation through environmental education for sustainable development. A case study from Puducherry, India. International Electronic Journal of Environmental Education, 1(2), 97-111.
  • Sterling, S. (2003). Whole System Thinking as a Basis for Paradigm Change in Education. Explorations in the Context of Sustainability (Unpublished Ph.D. Thesis). University of Bath, Bath.
  • Sterling, S. (2009). Sustainable education. In D. Gray, L. Colucci-Gray, E. Camino (Eds). Science, society and sustainability: Education and empowerment for an uncertain world (pp. 105-118). Routledge: New York, NY, USA.
  • Stevenson, R.B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3–4), 277–90.
  • Şahin, Ü.,G. (2018). Ortaokul öğrencilerinin biyoçeşitlilik konusunda farkındalıklarının çeşitli değişkenlere göre incelenmesi [Examination of Secondary School students ' awareness of biodiversity according to various variables] (Unpublished Master Thesis), Akdeniz University, Institute of Educational Sciences, Antalya.
  • Tilbury, D., & Calvo, S. (2005). International agendas: Implications for botanic garden education. Roots, 2(1),5–8.
  • Tunnicliffe, S., & Reiss, M. (2000). Building a model of the environment: how the children see plants?. Journal of Biological Education, 34(4), 172-178.
  • Türkmen, H., Topkaç, D., D.,& Yamık, G.,A. (2016). Classification of living things and the effect of trips to ınformal learning environments on learning about the environment we live in: an example of the Natural History Museum and Botanical Garden. Aegean Education Journal, 17(1), 174-197.
  • Ulucanlı, F.H. (2009). İlköğretim öğrencilerinin çevrelerindeki bitkileri tanıma düzeyleri: Bolu ili örneği [Levels of recognition of plants around primary school students: example of Bolu province] (Unpublished Master Thesis), Bolu Abant University, Institute of Educational Sciences, Antalya., Bolu.
  • Uzun, N., & Sağlam, N. ( 2005). Environmental education in secondary education institutions and teachers ' views on environmental education programs, XIV. National Congress of Educational Sciences, Denizli.
  • Ürey, M., & Şahin, B. (2010). Akademik personelin çevre sorunları ve çevre eğitimine yönelik duygu, düşünce ve davranışlarının değerlendirilmesi [Assessment of the feelings, thoughts and behaviors of academic staff for environmental problems and environmental education]. Journal of Çukurova University Faculty Of Education, 3(38), 134-149.
  • Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Teaching, 24(11), 43–56.
  • WCED (World Commission on Environment and Development) (1987). Our common future. University Press: Oxford.
  • Yli-Panula, E., Matikainen, E. (2014). Students and student teachers’ ability to name animals in ecosystems: A perspective of animal knowledge and biodiversity. Journal of Baltic Science Education, 13(4), 559-572.
  • Yüce, M. (2017). Fen bilimleri öğretmen adaylarının yakın çevresindeki bitkileri tanıma düzeyleri [Levels of recognition of plants in the immediate vicinity of science teacher candidates] (Unpublished Master Thesis), Akdeniz University, Institute of Educational Sciences, Antalya.

Yıl 2022, Cilt , Sayı 21, 41 - 53, 24.01.2022
https://doi.org/10.30786/jef.995207

Öz

Kaynakça

  • Aktürk, Z., Dağdeviren, N., Yıldırım, T., Yılmazer, A., Bulut, F., & Subaşı, B. (2006). Tıp öğrencileri bitkileri ne kadar tanıyor? Tıp fakültesi birinci ve altıncı sınıf öğrencileri arasında bitkilerin ve sağlıktaki kullanım alanlarının bilinme durumları. Genel Tıp Dergisi, 16(3), 101-106.
  • Alexandar, R., & Poyyamoli, G. (2014). The Effectiveness of environmental education for sustainable development based on active teaching and learning at high school level. A case study from Puducherry and Cuddalore regions, India JSE, 7, 1-20.
  • Atik, A. D., Öztekin, M., & Erkoç, F. (2010). Biyoçeşitlilik ve Türkiye’deki endemik bitkilere örnekler [Biodiversity and examples of endemic plants in Turkey]. Journal of Gazi Education Faculty, 30(1), 219-240.
  • Barker, S., & D. Slingsby. (1998). From nature table to niche: Curriculum progression in ecological concepts. International Journal of Science Education, 20(4), 479–86.
  • Barker, S., & P. Elliot. (2000). Planning a skills-based resource for biodiversity education. Journal of Biological Education, 34(3), 123–27.
  • Beringer, A., & Adomßent, M. (2008). Sustainable university research and development: Inspecting sustainability in higher education research. Environ. Educ. Res., 14, 607–623.
  • Bilir, A., & Özbaş, S. (2017). Lise öğrencilerinin küresel ve yerel biyoçeşitlilik kaybına yönelik problem algısı [The problem perception of high school students towards global and local biodiversity loss]. Atatürk University Institute of Social Sciences Journal, 21(1), 97-108.
  • Borg, C., Gericke, N., Höglund, H.O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions. Res. Sci. Technol. Educ., 30, 185–207.
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577–79.
  • Civelek, S. (2012). Ortaöğretim 9. sınıf öğrencilerinin çevrelerindeki bitkileri tanıma düzeyleri: Trabzon ili örneği Secondary 9. grade students ' recognition levels of plants around them: example of Trabzon province] (Unpublished Master Thesis), Karadeniz Teknik University, Institute of Educational Sciences, Trabzon.
  • Çavuş, A. (2013). Ortaokul 7. sınıf fen ve teknoloji dersinin çevre eğitimi açısından etkiliğine ilişkin öğretmen görüşlerinin değerlendirilmesi (Bingöl İli Örneği) [Middle school 7. assessment of the teacher's views on the effectiveness of the classroom science and technology course in terms of environmental education (example of Bingel province)] (Unpublished Master Thesis), İnönü University, Institute of Social Sciences, Malatya.
  • Davidz, H. (2006). Enabling systems thinking to accelerate the development of senior systems engineers.
  • Demirezen, S. (2012). İlköğretim öğrencilerinin yakın çevresindeki biyolojik zenginliklerinin farkındalıkları Kars ili örneği [Awareness of biological wealth of Primary School students in the immediate vicinity example of Kars province] (Unpublished Master Thesis), Kafkas University, Institute of Educational Sciences, Kars.
  • Descombe, M. (2010). Ground rules for social reasearch. guidelines for good practice. Berkshire.
  • Dikmenli, M. (2010). Biology student teachers’ conceptual frameworks regarding biodiversity. Education, 130, 479–489.
  • Falkenberg, T., & Babiuk, G. (2014). The status of education for sustainability in initial teacher education programmes: A Canadian case study. International Journal of Sustainability in Higher Education, 15(4), 418-430.
  • Fiebelkorn, F., & Menzel, S.(2013). Student teachers' understanding of the terminology, distribution, and loss of biodiversity: Perspectives from a biodiversity hotspot and an ındustrialized country. Res Sci Educ, 43(4), 1593–1615.
  • Flood, R.L. (2010). The relationship of ‘systems thinking’ to action research. SPAR, 23, 269–284.
  • Fullan, M.G. (2002). The change leader. Educational Leadership, 59(8), 16–20.
  • Gatt, S., Tunnicliffe, S., Borgl, K., Lautier, K., (2007). Young maltese childern’s ideas about plants. Journal Biology Education, 41(3), 117-121.
  • Gayford, C. (2000). Biodiversity education: A teacher’s perspective. Environmental Education Research, 6(4), 347–362.
  • Howitt, C. (2007). Pre-service elementary teachers’ perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37(1), 41–58.
  • Kápylá, M., & Wahlström, R. (2004). An environmental education program for teacher trainers in Finland. The Journal of Environmental Education, 31(2), 31-37.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Akademic Publication.
  • Kassas, M. (2000). Environmental education: Biodiversity. Environmentalist, 22, 345–351.
  • Köseoğlu, P., Mercan, G., & Pehlivanoğlu, E. (2020). “9. sınıf lise öğrencilerine yönelik okul dışı ortamda gerçekleştirilen ağaçbilim eğitimi” projesinin değerlendirilmesi (Evaluatıon of the “education of treescience in out-of-school environment for 9th grade hıgh school students” of the project). Journal of Abant İzzet Baysal University of Faculty of Education, 20(2), 904-931.
  • Köseoğlu, P., Mercan, G., Gökbulut, Ö. Ö., & Pehlivanoğlu, E. (2021). STRCT-inquiry-based science schools in nature: effect on environmental awareness on preschool teachers and preschool children. Journal of Kastamonu Education, 29(3), 654-669.
  • Lane, J. F, Wilke, R. Champeau. R., & Sivek, D. (1995). Strength and weaknesses of teacher environmental education preparation in Wisconsin. The Journal of Environmental Education, 27(1), 36–45.
  • Lieber, J., M. Hanson, J. Marci, P.J. Beckman, S.L. Odom, S.R. Sandall, I.S. Schwartz, E. Horn., & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83–98.
  • Lindemann-Matthies, P., Constantinou, C., Junge, X., Köhler, K., Mayer, J., Nagel, U., & Raper, G., (2009). The integration of biodiversity education in the initial education of primary school teachers: Four comparative case studies from Europe. Environmental Education Research, 15(1), 17–37.
  • Lückman, K., & Menzel, S. (2013). Herbs versus trees: influences on teenagers' knowledge of plant species. Journal of Biological Education, 48(2), 80-90.
  • Mayer, J. (1992). Formenvielfalt im Biologieunterricht [Biological diversity in biology education]. Kiel: IPN.
  • Mayr, E. (2004). What makes biology unique? Considerations of the autonomy of a scientific discipline. Cambridge University Press: Cambridge, UK.
  • McCoy, W. M., McCoy, A. K., & Levey, J. D., (2007). Teaching biodiversity to students in ınner city & underresourced schools. The American Biology Teacher, 69(8), 473-476.
  • Mercan, G., & Köseoğlu, P. (2019). Biyoloji öğretmen adaylarının yakın çevrelerindeki ağaçları tanıma düzeyleri: Ankara ili örneği [Biology teacher candidates’ identification levels of trees in their immediate surrroundings: Ankara example]. YYU Journal of Education Faculty, 16(1), 538-560.
  • Özsevgeç, T., & Artun, H. (2012). Assessment of factors affecting the attitudes of Primary School students towards the environment 11. National Symposium on Classroom Teacher Education, 24-26 May 2012, Rize.
  • Plevyak, L.H., Bendixen-Noe, M., Henderson, J., Roth. R. E., & Wilke. R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28–36.
  • Powers, A. L. (2004). Teacher preparation for environmental education: faculty perspectives on the infusion of environmental education into pre-service methods courses. The Journal of Environmental Education, 35(3), 3–11.
  • Ramadoss, A., & Moli, G.P. (2011). Biodiversity conservation through environmental education for sustainable development. A case study from Puducherry, India. International Electronic Journal of Environmental Education, 1(2), 97-111.
  • Sterling, S. (2003). Whole System Thinking as a Basis for Paradigm Change in Education. Explorations in the Context of Sustainability (Unpublished Ph.D. Thesis). University of Bath, Bath.
  • Sterling, S. (2009). Sustainable education. In D. Gray, L. Colucci-Gray, E. Camino (Eds). Science, society and sustainability: Education and empowerment for an uncertain world (pp. 105-118). Routledge: New York, NY, USA.
  • Stevenson, R.B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3–4), 277–90.
  • Şahin, Ü.,G. (2018). Ortaokul öğrencilerinin biyoçeşitlilik konusunda farkındalıklarının çeşitli değişkenlere göre incelenmesi [Examination of Secondary School students ' awareness of biodiversity according to various variables] (Unpublished Master Thesis), Akdeniz University, Institute of Educational Sciences, Antalya.
  • Tilbury, D., & Calvo, S. (2005). International agendas: Implications for botanic garden education. Roots, 2(1),5–8.
  • Tunnicliffe, S., & Reiss, M. (2000). Building a model of the environment: how the children see plants?. Journal of Biological Education, 34(4), 172-178.
  • Türkmen, H., Topkaç, D., D.,& Yamık, G.,A. (2016). Classification of living things and the effect of trips to ınformal learning environments on learning about the environment we live in: an example of the Natural History Museum and Botanical Garden. Aegean Education Journal, 17(1), 174-197.
  • Ulucanlı, F.H. (2009). İlköğretim öğrencilerinin çevrelerindeki bitkileri tanıma düzeyleri: Bolu ili örneği [Levels of recognition of plants around primary school students: example of Bolu province] (Unpublished Master Thesis), Bolu Abant University, Institute of Educational Sciences, Antalya., Bolu.
  • Uzun, N., & Sağlam, N. ( 2005). Environmental education in secondary education institutions and teachers ' views on environmental education programs, XIV. National Congress of Educational Sciences, Denizli.
  • Ürey, M., & Şahin, B. (2010). Akademik personelin çevre sorunları ve çevre eğitimine yönelik duygu, düşünce ve davranışlarının değerlendirilmesi [Assessment of the feelings, thoughts and behaviors of academic staff for environmental problems and environmental education]. Journal of Çukurova University Faculty Of Education, 3(38), 134-149.
  • Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Teaching, 24(11), 43–56.
  • WCED (World Commission on Environment and Development) (1987). Our common future. University Press: Oxford.
  • Yli-Panula, E., Matikainen, E. (2014). Students and student teachers’ ability to name animals in ecosystems: A perspective of animal knowledge and biodiversity. Journal of Baltic Science Education, 13(4), 559-572.
  • Yüce, M. (2017). Fen bilimleri öğretmen adaylarının yakın çevresindeki bitkileri tanıma düzeyleri [Levels of recognition of plants in the immediate vicinity of science teacher candidates] (Unpublished Master Thesis), Akdeniz University, Institute of Educational Sciences, Antalya.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Gamze MERCAN
HACETTEPE UNIVERSITY
0000-0001-5515-999X
Türkiye


Pınar KÖSEOĞLU (Sorumlu Yazar)
Hacettepe University, Ankara, Turkey
0000-0002-6222-7978
Türkiye

Yayımlanma Tarihi 24 Ocak 2022
Başvuru Tarihi 14 Eylül 2021
Kabul Tarihi 5 Aralık 2021
Yayınlandığı Sayı Yıl 2022, Cilt , Sayı 21

Kaynak Göster

Bibtex @araştırma makalesi { jef995207, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2022}, number = {21}, pages = {41 - 53}, doi = {10.30786/jef.995207}, title = {Biology Teachers' Level of Recognition of Trees in Their Close Environment}, key = {cite}, author = {Mercan, Gamze and Köseoğlu, Pınar} }
APA Mercan, G. & Köseoğlu, P. (2022). Biology Teachers' Level of Recognition of Trees in Their Close Environment . Journal of Education and Future , (21) , 41-53 . DOI: 10.30786/jef.995207
MLA Mercan, G. , Köseoğlu, P. "Biology Teachers' Level of Recognition of Trees in Their Close Environment" . Journal of Education and Future (2022 ): 41-53 <https://dergipark.org.tr/tr/pub/jef/issue/68768/995207>
Chicago Mercan, G. , Köseoğlu, P. "Biology Teachers' Level of Recognition of Trees in Their Close Environment". Journal of Education and Future (2022 ): 41-53
RIS TY - JOUR T1 - Biology Teachers' Level of Recognition of Trees in Their Close Environment AU - Gamze Mercan , Pınar Köseoğlu Y1 - 2022 PY - 2022 N1 - doi: 10.30786/jef.995207 DO - 10.30786/jef.995207 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 41 EP - 53 VL - IS - 21 SN - 2146-8249- M3 - doi: 10.30786/jef.995207 UR - https://doi.org/10.30786/jef.995207 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future Biology Teachers' Level of Recognition of Trees in Their Close Environment %A Gamze Mercan , Pınar Köseoğlu %T Biology Teachers' Level of Recognition of Trees in Their Close Environment %D 2022 %J Journal of Education and Future %P 2146-8249- %V %N 21 %R doi: 10.30786/jef.995207 %U 10.30786/jef.995207
ISNAD Mercan, Gamze , Köseoğlu, Pınar . "Biology Teachers' Level of Recognition of Trees in Their Close Environment". Journal of Education and Future / 21 (Ocak 2022): 41-53 . https://doi.org/10.30786/jef.995207
AMA Mercan G. , Köseoğlu P. Biology Teachers' Level of Recognition of Trees in Their Close Environment. JEF. 2022; (21): 41-53.
Vancouver Mercan G. , Köseoğlu P. Biology Teachers' Level of Recognition of Trees in Their Close Environment. Journal of Education and Future. 2022; (21): 41-53.
IEEE G. Mercan ve P. Köseoğlu , "Biology Teachers' Level of Recognition of Trees in Their Close Environment", Journal of Education and Future, sayı. 21, ss. 41-53, Oca. 2022, doi:10.30786/jef.995207
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