PDF EndNote BibTex RIS Kaynak Göster

BİYOLOJİ ÖĞRETMENİ ADAYLARININ SERA ETKİSİ İLE İLGİLİ ALGILAMALARI

Yıl 2009, Cilt 7, Sayı 4, 813 - 852, 01.12.2009

Öz

Bu araştırmanın amacı biyoloji öğretmeni adaylarının “sera etkisi” kavramı ile ilgili algılamalarını araştırmaktır. Bu amaçla literatürden yararlanılarak araştırmacı tarafından bir anket geliştirilmiş ve 152 biyoloji öğretmeni adayına uygulanmıştır. Anketlerin uygulanmasından sonra toplam 25 öğrenci ile görüşmeler yapılmıştır. Nicel verilerin analizinde çevre ile ilgili dersleri alan öğrencilerle (4. ve 5. sınıf), almayan öğrencilerin (1., 2. ve 3. sınıf) anket maddelerinin her biri için verdikleri cevapların dağılımları arasında istatistiksel olarak farklılık olup olmadığını belirlemek amacıyla X2 (Kay-kare) testi analizi yapılmıştır. Ayrıca her bir anket maddesi için verilen cevapların nedenleri görüşmelerde yer alan öğrencilere ait veri kesitleri ile açıklanmıştır. Analizler sonucunda öğrencilerin sera etkisi ile ilgili bazı yanlış kavramalarının olduğu tespit edilmiştir. Çevre ile ilgili dersleri alan öğrencilerin bazı anket maddelerinde dersleri almayan öğrencilerden daha fazla bilgiye sahip oldukları fakat çevre dersleri almayan öğrencilerle bazı benzer yanlış kavramalarının olduğu belirlenmiştir.

Kaynakça

  • Andersson, B., Wallin, A. (2000). Students’ understanding of greenhouse effect, the societal consequences of reducing co2 emmisions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096- 1111.
  • Ballantyne, R., Bain, J. (1995). Enhancing environmantal conceptions: an evaluation of cognitive conflict and structured controversy learning units. Studies in Higher Education, 20(3), 293-304.
  • Barnes, H. (1989). Structuring knowledge for beginning Teachers, in: Maynard Reynolds (Ed.), Knowledge Base for Beginning Teachers, New York: Pergamon.
  • Boyes, E., Stannisstreet, M. (1992). Students perceptions of global warming. International Journal of Environmental Studies, 42, 287-300.
  • Boyes, E., Stannisstreet, M. (1993). The greenhouse effect: children's perceptions of causes, consequences and cures. International Journal of Science Education, 15, 531-552.
  • Boyes, E., Chuckran, D., Stannisstreet, M. (1993). How do high school students' perceive global climatic change: what are its manifestations? what are its origins?, what corrective action can be taken?. Journal of Science Education and Technology, 2, 541-557.
  • Boyes, E., Chambers, W. (1995). Trainee primary teachers’ ıdeas about the ozone layer. Environmental Education Research, 1(2), 133-145.
  • Boyes, E., Stannisstreet, M. (1997a). Children’s models of understanding of two major global environmental ıssues (Ozone Layer and Greenhouse Effect). Research in Science and Technological Education, 15 (1), 19-28.
  • Boyes, E., Stannisstreet, M. (1997b). The environmental ımpact of cars: children’s ıdeas and reasoning. Environmental Education Research, 3(3), 269-283.
  • Bozkurt, O., Aydın, H., Yaman, S., Uşak, M. Gezer, K. (2005). Sixth, seventh and eight year students’ knowledge levels about greenhouse effect, ozone layer and acid rain. Mediterranian Journal of Educational Studies, 10(2), 81-95.
  • Daniel, B., Stanisstreet, M., Boyes, E. (2004). How can we best reduce global warming? school students’ ıdeas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.
  • Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M., Köse, S. (2006). Determination of elemantary students’ level of knowledge and misconceptions about greenhouse effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Daskolia, M., Flogaitis, E., Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the ozone layer depletion. exploring the associative meanings of a global environmental ıssue. Journal of Science Education and Technology, 15(2), 168-178.
  • Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89-100.
  • Francis, C., Boyes, E., Qualter, A., Stannistreet, M. (1993). Ideas of elementary students about reducing the "greenhouse effect". Science Education, 77,
  • Fraenkel, J. R., Wallen, N. E. (2003). How to design and evaluate reseach in education. Fifth Edition. New York: McGraw Hill.
  • Groves, F. H., Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Techonolgy, 8(1), 75- 81.
  • Groves, F. H., Pugh, A. F. (2002). Cognitive ıllusions as hindrances to learning complex environmental ıssues. Journal of Science Education and Techonolgy, 11(4), 381-390.
  • Hansen, P.J.K. (2005). The greenhouse effect and the effects of the ozone layer: norwegian teacher students’ development of knowledge and teaching skills. European Meteorological Society, 2, 33-39.
  • Henriksen, E. K., Jorde, D. (2001). High school students' understanding of radiation and the environment: can museums play a role? Science Education, 85(2), 189-206.
  • Jeffries, H., Stanisstreet, M., Boyes, E. (2001). Knowledge about the ‘greenhouse effect’: have college students ımproved? Research in Science and Technological Education, 19(2), 205-221.
  • Kawashima, M. (1998). Development of teaching materials. Jorgenson, S.E., Kawashima, M., Kira, T. (Ed.) A Focus on Lakes/Rivers in Environmental Education. Tokyo. 33–50.
  • Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35- 50.
  • Koulaidis, V., Christidou, V. (1999). Models of students’ thinking concerning the greenhouse effect and teaching ımplications. Science Education, 83, 559- 576.
  • Lang, J. (2000). Tracing changes in teacher environmental education understanding. Australian Journal of Environmental Education, 15/16, 59-67.
  • Michail, S., Stamou, A.G., Stamou, G.P. (2007). Greek primary school teachers’ understanding of current environmental ıssues: an exploration of their environmental knowledge and ımages of nature. Science Education, 91,
  • Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307.
  • Pruneau, D., Gravel, H., Bourque, W., Langis, J. (2003). Experimentation with a socio-constructivist to climate change education. Environmental Education Research, 9(4), 429-446.
  • Pekel, F. O. (2005). High school students’ and trainee science teachers’ perceptions of ozone layer depletion. Journal of Baltic Science Education, 1(7), 12-21.
  • Rye, J. A., Rubba, P. A., Wiesenmayer, R. L. (1997). An ınvestigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19, 527-551.
  • Simmons, D. (1993). Facilitating teachers’ use of natural resources: perceptions of environmental education opportunities. Journal of Environmental Education, 24(3), 8-16
  • Spellman, G., Field, K., Sinclair, J. (2003). An ınvestigation into uk higher education students’ knowledge of global climatic change. Int. Research in Geographical and Environmental Education,12(1), 6-17.
  • Summers, M., Kruger, C., Childs, A. (2000). Primary school teachers’ understanding of environmental ıssues: an ınterview study. Environmental Education Research, 6(4), 293-312.
  • Summers, M., Kruger, C., Childs, A., Mant, J. (2001). Understanding the science of environmental ıssues: development of a subject knowledge guide for primary teacher education. International Journal of Science Education, 23(1), 33-53.
  • UNESCO-UNEP (1990). Environmentally Educated Teachers: Priority of Priorities, Connect XV(1), 1-3.

PRE-SERVICE BIOLOGY TEACHERS’ PERCEPTIONS OF THE GREENHOUSE EFFECT

Yıl 2009, Cilt 7, Sayı 4, 813 - 852, 01.12.2009

Öz

The aim of this study was to identify pre-service biology teachers’ perception about the concept of “greenhouse effect”. With the help of the related literature a questionnaire was developed by the researcher. A survey questionnaire and interviews were used to collect the data. After the survey questionnaire administered to the 152 pre-service biology teachers, 25 students were selected to conduct interviews. For the quantitative analysis, in order to compare the students’ responses enrolled courses about environment and the students who were not a X2 (Chi-square) test was used for item-wise analysis of the questionnaire data. For explanation of the causes of students’ responses for questionnaire statements, data segments were used obtained from interviews. The analysis of data reveals that preservice biology teachers possess an array of incorrect ideas about greenhouse effect. However students enrolled to courses on the environment have more clear ideas than students who were not, they also possess some similar misconceptions about greenhouse effect.

Kaynakça

  • Andersson, B., Wallin, A. (2000). Students’ understanding of greenhouse effect, the societal consequences of reducing co2 emmisions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096- 1111.
  • Ballantyne, R., Bain, J. (1995). Enhancing environmantal conceptions: an evaluation of cognitive conflict and structured controversy learning units. Studies in Higher Education, 20(3), 293-304.
  • Barnes, H. (1989). Structuring knowledge for beginning Teachers, in: Maynard Reynolds (Ed.), Knowledge Base for Beginning Teachers, New York: Pergamon.
  • Boyes, E., Stannisstreet, M. (1992). Students perceptions of global warming. International Journal of Environmental Studies, 42, 287-300.
  • Boyes, E., Stannisstreet, M. (1993). The greenhouse effect: children's perceptions of causes, consequences and cures. International Journal of Science Education, 15, 531-552.
  • Boyes, E., Chuckran, D., Stannisstreet, M. (1993). How do high school students' perceive global climatic change: what are its manifestations? what are its origins?, what corrective action can be taken?. Journal of Science Education and Technology, 2, 541-557.
  • Boyes, E., Chambers, W. (1995). Trainee primary teachers’ ıdeas about the ozone layer. Environmental Education Research, 1(2), 133-145.
  • Boyes, E., Stannisstreet, M. (1997a). Children’s models of understanding of two major global environmental ıssues (Ozone Layer and Greenhouse Effect). Research in Science and Technological Education, 15 (1), 19-28.
  • Boyes, E., Stannisstreet, M. (1997b). The environmental ımpact of cars: children’s ıdeas and reasoning. Environmental Education Research, 3(3), 269-283.
  • Bozkurt, O., Aydın, H., Yaman, S., Uşak, M. Gezer, K. (2005). Sixth, seventh and eight year students’ knowledge levels about greenhouse effect, ozone layer and acid rain. Mediterranian Journal of Educational Studies, 10(2), 81-95.
  • Daniel, B., Stanisstreet, M., Boyes, E. (2004). How can we best reduce global warming? school students’ ıdeas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.
  • Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M., Köse, S. (2006). Determination of elemantary students’ level of knowledge and misconceptions about greenhouse effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Daskolia, M., Flogaitis, E., Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the ozone layer depletion. exploring the associative meanings of a global environmental ıssue. Journal of Science Education and Technology, 15(2), 168-178.
  • Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89-100.
  • Francis, C., Boyes, E., Qualter, A., Stannistreet, M. (1993). Ideas of elementary students about reducing the "greenhouse effect". Science Education, 77,
  • Fraenkel, J. R., Wallen, N. E. (2003). How to design and evaluate reseach in education. Fifth Edition. New York: McGraw Hill.
  • Groves, F. H., Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Techonolgy, 8(1), 75- 81.
  • Groves, F. H., Pugh, A. F. (2002). Cognitive ıllusions as hindrances to learning complex environmental ıssues. Journal of Science Education and Techonolgy, 11(4), 381-390.
  • Hansen, P.J.K. (2005). The greenhouse effect and the effects of the ozone layer: norwegian teacher students’ development of knowledge and teaching skills. European Meteorological Society, 2, 33-39.
  • Henriksen, E. K., Jorde, D. (2001). High school students' understanding of radiation and the environment: can museums play a role? Science Education, 85(2), 189-206.
  • Jeffries, H., Stanisstreet, M., Boyes, E. (2001). Knowledge about the ‘greenhouse effect’: have college students ımproved? Research in Science and Technological Education, 19(2), 205-221.
  • Kawashima, M. (1998). Development of teaching materials. Jorgenson, S.E., Kawashima, M., Kira, T. (Ed.) A Focus on Lakes/Rivers in Environmental Education. Tokyo. 33–50.
  • Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35- 50.
  • Koulaidis, V., Christidou, V. (1999). Models of students’ thinking concerning the greenhouse effect and teaching ımplications. Science Education, 83, 559- 576.
  • Lang, J. (2000). Tracing changes in teacher environmental education understanding. Australian Journal of Environmental Education, 15/16, 59-67.
  • Michail, S., Stamou, A.G., Stamou, G.P. (2007). Greek primary school teachers’ understanding of current environmental ıssues: an exploration of their environmental knowledge and ımages of nature. Science Education, 91,
  • Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307.
  • Pruneau, D., Gravel, H., Bourque, W., Langis, J. (2003). Experimentation with a socio-constructivist to climate change education. Environmental Education Research, 9(4), 429-446.
  • Pekel, F. O. (2005). High school students’ and trainee science teachers’ perceptions of ozone layer depletion. Journal of Baltic Science Education, 1(7), 12-21.
  • Rye, J. A., Rubba, P. A., Wiesenmayer, R. L. (1997). An ınvestigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19, 527-551.
  • Simmons, D. (1993). Facilitating teachers’ use of natural resources: perceptions of environmental education opportunities. Journal of Environmental Education, 24(3), 8-16
  • Spellman, G., Field, K., Sinclair, J. (2003). An ınvestigation into uk higher education students’ knowledge of global climatic change. Int. Research in Geographical and Environmental Education,12(1), 6-17.
  • Summers, M., Kruger, C., Childs, A. (2000). Primary school teachers’ understanding of environmental ıssues: an ınterview study. Environmental Education Research, 6(4), 293-312.
  • Summers, M., Kruger, C., Childs, A., Mant, J. (2001). Understanding the science of environmental ıssues: development of a subject knowledge guide for primary teacher education. International Journal of Science Education, 23(1), 33-53.
  • UNESCO-UNEP (1990). Environmentally Educated Teachers: Priority of Priorities, Connect XV(1), 1-3.

Ayrıntılar

Diğer ID JA74HT89JE
Bölüm Makaleler
Yazarlar

Meryem SELVİ Bu kişi benim


Kazım YILDIZ Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2009
Başvuru Tarihi 1 Aralık 2009
Kabul Tarihi
Yayınlandığı Sayı Yıl 2009, Cilt 7, Sayı 4

Kaynak Göster

APA Selvi, M. & Yıldız, K. (2009). BİYOLOJİ ÖĞRETMENİ ADAYLARININ SERA ETKİSİ İLE İLGİLİ ALGILAMALARI . Türk Eğitim Bilimleri Dergisi , 7 (4) , 813-852 . Retrieved from https://dergipark.org.tr/tr/pub/tebd/issue/26109/275082

                                                                                                    Türk Eğitim Bilimleri Dergisi Gazi Üniversitesi Rektörlüğü tarafından yayınlanmaktadır.

                                                                                                                                      Creative Commons Lisansı