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Birinci Sınıf Biyoloji ve Kimya Öğretmen Adaylarının Modern Genetiğe İlişkin Kavramsal Anlama Düzeylerinin Değerlendirilmesi

Year 2023, Issue: 57, 1842 - 1868, 30.09.2023

Nazlı Ruya Taşkın Bedizel

https://doi.org/10.53444/deubefd.1291712

Abstract

Bu çalışma, birinci sınıf biyoloji ve kimya öğretmeni adaylarının modern genetik öğrenme anlayış düzeylerini değerlendirmeyi amaçlamaktadır. Çalışmada, betimleyici bir tarama modeli kullanılmıştır. Çalışmanın katılımcılarını 18'i biyoloji ve 16'sı kimya olmak üzere toplam 34 katılımcı oluşturmaktadır. Çalışmada, Duncan ve diğerleri (2009) tarafından geliştirilen modern genetik öğrenme progresyonu çerçevesine dayalı çoktan seçmeli maddeler kullanılmıştır. Çerçeve, bilimsel akıl yürütmeden mevcut olmayan akıl yürütmeye kadar beş seviyede puanlanan modern genetik öğrenmeyle ilgili 16 yapıdan oluşacak şekilde ele alınmıştır. Katılımcılardan elde edilen veriler, modern genetik anlama düzeylerini belirlemek için hem nicel hem de nitel olarak analiz edilmiştir. Elde edilen bulgular katılımcıların B (bilgi kaynağı olarak genler), C1 (Proteinler hücrenin işlerini yapar), E (genetik materyalin fiziksel geçişi) ve F1 (genotip fenotip arasındaki ilişki) yapılarından en yüksek puanları aldıklarını göstermiştir. Bununla birlikte, A1 (Genetik bilginin evrenselliği), D (Hücreler farklı genleri ifade eder), F2 (olasılığa dayalı örüntüler), F3 (Moleküler ve Mendel modelleri arasındaki ilişki) ve J (Bir organizmanın yaşamı boyunca gen ifadesi değişebilir) yapılarına yönelik kavramsal anlamalarının oldukça düşük olduğunu göstermiştir. Çalışma, mevcut öğretim yöntemlerinin etkililiği hakkında fikir vermekte ve geleceğin biyoloji ve kimya öğretmenlerini daha iyi hazırlamak için iyileştirmelerin yapılabileceği alanları vurgulamaktadır. Çalışma ayrıca öğrencilerin moleküler, genetik ve mayotik modeller arasındaki ilişkiyi anlamakta zorlandıklarını göstermekte ve öğrencilerin genetik bilgi hakkında bilimsel olarak akıl yürütebilmek için bu modeller arasındaki ilişkiyi anlamaları gerektiğini öne sürmektedir.

Keywords

modern genetik öğrenme progresyonları kavramsal anlayış öğretmen adayları

References

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Year 2023, Issue: 57, 1842 - 1868, 30.09.2023

Nazlı Ruya Taşkın Bedizel

https://doi.org/10.53444/deubefd.1291712

Abstract

References

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  • Bae, S., Lee, J., & Park, J. (2021). Development of a field-based chemistry experiment teaching model to strengthen pre-service teachers’ competence for teaching chemistry experiments. Asia-Pacific Science Education, 2(7), 522-548. doi:https://doi.org/10.1163/23641177-bja10037
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  • Duncan, R. G., Choi, J., Castro-Faix, M., & Cavera, V. L. (2017). A study of two instructional sequences informed by alternative learning progressions in genetics. Science & Education, 26(10), 1115– 1141. doi:https://doi.org/10.1007/s11191-017-9932-0
  • Duncan, R. G., Rogat, A. D. & Yarden, A. (2009). A learning progression for deepening student’ understandings of modern genetics across the 5th- 10thgrades. Journal of Research in Science Teaching, 46(6), 655–674. doi:https://doi.org/10.1002/tea.20312
  • Duschl R. A., Schweingruber H.A., & Shouse A. (Eds.), (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
  • Elmesky, R. (2012). Building capacity in understanding foundational biology concepts: A K12 learning progression in genetics informed by research on children’s thinking and learning. Research in Science Education, 43(3),1155-1175. doi:https://doi.org/10.1007/s11165-012-9286-1
  • Erdoğan, A., Cerrah Özsevgeç, L. & Özsevgeç, T. (2014). A study on the genetic literacy levels of prospective teachers. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(2), 19-37.
  • Etobro, A. B., & Banjoko, S. O. (2017). Misconceptions of genetics concepts among pre-service teachers. Global Journal of Educational Research, 16(2), 121-128. doi:https://doi.org/10.4314/gjedr.v16i2.6
  • Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016). Teachers’ formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study. Instructional Science, 44, 267-291. doi:https://doi.org/10.1007/s11251-016-9371-3
  • Furtak, E.M. & Heredia, S. (2016). A virtuous cycle: the formative assessment design cycle: developing tools in support of the next generation science standards. The Science Teacher, 83(2), 36-41. doi:https://doi.org/10.2505/4/tst16_083_02_36
  • Gericke, N. M., & Wahlberg, S. (2013). Clusters of concepts in molecular genetics: A study of Swedish upper secondary science students' understanding. Journal of Biological Education, 47(2), 73– 83. doi:https://doi.org/10.1080/00219266.2012.716785
  • Gericke, N., El-Hani, C.N., Sbeglia, G.C., Nehm, R.H., & Evangelista, N.A.M. (2021). Is Belief in Genetic Determinism Similar Across Countries and Traits?. In: Haskel-Ittah, M., Yarden, A. (eds) Genetics Education. Contributions from Biology Education Research. Springer, Cham. doi:https://doi.org/10.1007/978-3-030-86051-6_7
  • Güngör, S. N., & Özkan, M. (2017). Evaluation of the concepts and subjects in biology perceived to be difficult to learn and teach by the pre-service teachers registered in the pedagogical formation program. European Journal of Educational Research, 6(4), 495-508. doi:https://doi.org/10.12973/eu-jer.6.4.495
  • Haskel-Ittah, M., & Yarden, A. (2019). Students' conception of genetic phenomena and its effect on their ability to understand the underlying mechanism. CBE—Life Sciences Education, 17(3), ar36. https://doi.org/10.1187/cbe.18-01-0014
  • Jones, L., Jordan, K. D., & Stillings, N. (2005). Molecular visualization in chemistry education: the role of multidisciplinary collaboration. Chemistry Education Research and Practice, 3(6), 136-149. doi:https://doi.org/10.1039/b5rp90005k
  • Karagöz. M., & Çakır, M. (2011). Problem solving in genetics: conceptual and procedural difficulties. Educational Sciences: Theory & Practice, 11(3), 1668-1674.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. (İkinci Yazım, 38.Basım). Nobel Akademik Yayıncılık.
  • Kılıç, D., Taber, K. S., & Winterbottom, M. (2016). A cross-national study of students’ understanding of genetics concepts: implications from similarities and differences in England and Turkey. Education Research International, Article ID 6539626. doi:https://doi.org/10.1155/2016/6539626
  • Knippels, M. C. P., Waarlo, A. J., & Boersma, K. T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3). doi: 10.1080/00219266.2005.9655976
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Nazlı Ruya Taşkın Bedizel 0000-0001-6027-719X

Publication Date September 30, 2023
Published in Issue Year 2023 Issue: 57

Cite

APA Taşkın Bedizel, N. R. (2023). Birinci Sınıf Biyoloji ve Kimya Öğretmen Adaylarının Modern Genetiğe İlişkin Kavramsal Anlama Düzeylerinin Değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 1842-1868. https://doi.org/10.53444/deubefd.1291712
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