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Öğe 2007 yılında uygulanmaya başlanan lise 9-12. sınıf biyoloji dersi öğretim programlarında çevre eğitimi(2012) Erdoğan, Mehmet; Bahar, Mehmet; Uşak, MuhammetBu araştırmanın amacı 2007 yılında uygulamaya konulan 9. - 12. sınıf Biyoloji Dersi Öğretim Programlarını çevre eğitimi kavram ve kazanımları açısından incelemektedir. Bu bağlamda, 9. - 12. sınıf Biyoloji Dersi Öğretim Programları, nitel araştırma yöntemlerinden biri olan içerik analizi tekniği kullanılarak analiz edilmiştir. Talim ve Terbiye Kurulu Başkanlığının (TTKB) web sayfasından elde edilen ve 2007 yılından itibaren kademeli olarak uygulamaya konulan 9. – 12. sınıf Biyoloji Dersi öğretim programları, çevre eğitiminin temel amacı olan çevre okuryazarlığının boyutları ölçüt alınarak analiz edilmiş ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığı ortaya konulmaya çalışılmıştır. Çevre okuryazarlığının boyutları açısından incelendiğinde, lise biyoloji dersi öğretim programlarında yer alan kazanımların bilişsel, duyuşsal ve psikomotor öğrenme alanlar ile ilişkilendirildiği; bilişsel düzeydeki kazanımların diğer alanlara göre daha çok vurgu yapıldığını görülmüştür. Araştırmanın sonunda, çevre eğitiminin amaçlarının gerçekleştirilmesine yönelik program geliştirme uzmanlarına ve programı uygulayan biyoloji öğretmenlerine öneriler sunulmuştur.Öğe A cross-age study of students' understanding and their misconceptions about plant nutrition(Drustvo Pedagoskih Delavcev Dolenjske, 2009) Köse, Sacit; Uşak, Muhammet; Bahar, MehmetThis cross-age study aimed to reveal high school students' and science student-teachers' levels of understanding and the occurrence of misconceptions about food for plants and plant nutrition. To achieve the goal of the study, prior to teaching a two-tier diagnostic lest was applied to 200 Turkish high school students that were selected randomly from Grade 9 (n = 100) and Grade 11 (n = 100) as well as 100 science student-teachers (in Year 2, n = 100). The results showed that students and science student teachers had a diverse span of knowledge ranging from non-understanding to complete understanding in addition to several misconceptions related to food source for plant and plant nutrition (e.g., the soil gains weight from waste products given off by the plant; water is one of the main foods that are utilized by plants; some foods such as water mineral, and vitamins come through roots, and so forth). The possible sources for these misconceptions are discussed and importance Of the results is critically analyzed in the light of the results reported from the review of literature.Öğe A cross-cultural study on freshmen's knowledge of genetics, evolution, and the nature of science(Sci Methodical Ctr-Sci Educologica, 2014) Sorgo, Andrej; Uşak, Muhammet; Kubiatko, Milan; Fancovicova, Jana; Prokop, Pavol; Bahar, MehmetThe purpose of this study was to measure the freshmen's level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8%), Slovakia (212, 21.3%), Slovenia (217, 27.3%) and Turkey (235, 23.6%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs.Öğe Environmental education in 2002 and 2006 early childhood curriculum(2012) Erdoğan, Mehmet; Bahar, Mehmet; Kartal, Eda Erdaş; Uşak, MuhammetThe aim of the study is to analyze comparatively 2002 (previous) and 2006 (current) Early Childhood Curricula with regard to concepts and attainments associated with environmental education (EE). 2002 and 2006 preschool curricula were firstly retrieved from the web-site of Board of Education and then subjected to content analysis across 41 sub-components of environmental literacy (EL) which is the ultimate aim of EE. This comparative analysis of both curricula showed how much 2002 and 2006 curricula paid attention to environmental related concepts and attainments. The attainments related with knowledge were given more emphasis in both curricula compared with the attainments addressing to skills, affect and behavior. There is observable shift from knowledge to skills and behavior over 2002 to 2006. At the end of the study, suggestions are provided to curriculum developers and pre-service teachers for achieving the aims of EE.Öğe The instruction of learning strategies and their reflection on cognitive processes: Elementary teacher and student in Turkey(Asian Network for Scientific Information, 2007) Özel, Ali; Bayındır, Nida; Uşak, Muhammet; Bahar, MehmetLearning to learn is the most important element of effective learning and it includes various learning strategies that students use while they learn. In this research it was aimed to identify whether the learning strategies have been sufficiently taught to the students in elementary schools or not. The research was carried out with a sample of 260 teachers and 500 students in primary schools in Istanbul during the academic year of 2004-2005. Survey method was used to accomplish the aims stated above and an attitude scale was also applied to reveal the teachers level of awareness about learning strategies. The data showed that learning strategies were not emphasized sufficiently in the schools and only their advantages were mentioned superficially teachers were not efficient at teaching those strategies and teachers were eager to participate in an in-service training program related to the learning strategies. © 2007 Asian Network for Scientific Information.Öğe A Review of research on environmental education in non-traditional settings in Turkey, 2000 and 2011(2013) Erdoğan, Mehmet; Uşak, Muhammet; Bahar, MehmetThe purpose of the present study was to collect and analyze the research on environmental education in non-traditional settings in Turkey undertaken with various subjects (e.g. students, graduates and teachers) and published over the years of 2000-2011. For systematic analysis, selected data-bases and journals were scrutinized across five pre-determined criteria. The close examination resulted in 11 studies reporting the effects of the interventions (e.g. hands-on practices, field trip activities) and 4 studies reporting participants' views on the effects of the interventions in general. Field trips, ecology-based nature education programs, nature camps and science education instruction in non-traditional settings were used as educational intervention in the selected studies. Later, these studies were subjected to content analysis to present the trends and to synthesize the common findings of the selected studies. The techniques and instructions used as the intervention in these selected studies were observed to contribute to development of participants' gains associated with knowledge of the environment and nature, perception of nature, environmental affect, responsible environment behaviors and conception and understanding of science.Öğe Science student teachers' ideas of the heart(Sci Methodical Ctr-Sci Educologica, 2008) Bahar, Mehmet; Özel, Murat; Prokop, Pavol; Uşak, MuhammetThe purpose of this study was to find out the level of science student teachers' understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers hove several misconceptions as well as inadequate knowledge in terms of the heart's internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems.Öğe Slovakian and Turkish students’ fear, disgust and perceived danger of invertebrates(2011) Prokop, Pavol; Uşak, Muhammet; Erdoğan, Mehmet; Fancovicova, Jana; Bahar, Mehmetİnsanoğlu omurgasız hayvanları omurgalı hayvanlara göre daha az olumlu algılamaktadır. Çünkü bu hayvanlar davranış ve morfolojik yapı olarak çok alışılmamışlardır. Bu kültürlerarası çalışma Slovak (n=150) ve Türk (n=164) öğrencilerin 25 omurgasız canlı ile ilgili algılanan tehlike, korku ve nefretlerini araştırmaktadır. Türk öğrencilerden farklı olarak, Slovak öğrencilere bu canlıların sınıflandırmaları üzerine sorular sorulmuştur. Slovak öğrencileri ile karşılaştırıldığında, Türk öğrencileri daha yüksek düzeyde korku, nefret ve tehlike algısına sahiptirler. Kızlar lehine cinsiyet farkı sadece Slovak öğrenciler arasında ve potansiyel olarak tehlikeli olan canlılar için gözlemlenmiştir. Bu durum kız öğrencilerin tehlikeli hayvanları az veya çok ayırt edemediğini göstermiştir. Herhangi bir ev hayvanına sahip olma ile öğrencilerin görüşleri arasında bir ilişki bulunamamıştır. Ayrıca, sınıflandırma becerileri ile öğrencilerin görüşleri arasında da bir ilişki bulunamamıştır.Öğe Student teachers' knowledge of and attitudes toward chemical hormone usage in biotechnology(Academic Journals, 2008) Özden, Mustafa; Uşak, Muhammet; Prokop, Pavol; Türkoğlu, Aziz; Bahar, MehmetApplication of modern technologies may be problematic especially if they possess health risks to humans and/or when humans are not aware about these technologies. In this study we investigated non-major student teachers' attitudes to and knowledge of the chemical hormone usage, a controversial topic in the field of modern biotechnology. Although students' knowledge was considered to be limited (8 of 14 items were correctly responded by more than half of participants), we failed to find any differences in mean scores with respect to age or gender. In contrast, females showed less favourable attitudes toward chemical hormones than males. These gender differences were found in topics that represented relatively higher risk to human health which supports the "gender paradox hypothesis" which proposes that females have more tentative attitudes towards new products than males because they buy food for children.
