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    Environmental Education in High School 9th-12th Biology Course Curricula Started to be Implemented in 2007
    (Edam, 2012) Erdogan, Mehmet; Bahar, Mehmet; Usak, Muhammet
    The aim of this study is to analyze 9th - 12th grade Biology Course Curricula started to be implemented in 2007 with regard to concepts and attainments addressing to environmental education. In this regard, 9th - 12th grade Biology Course Curricula were analyzed using content-analysis technique, one of the qualitative research methods. 9th -12th grade Biology Course Curricula started to be successively implemented since 2007 were downloaded from the web-site of Board of Education (BoE) and then content analyzed across the components of environmental literacy, that is the ultimate aim of environmental education, and how much emphasis are given to any components of environmental literacy was also investigated. Examining the components of environmental literacy, it is observed that the attainments in biology course curricula are related with cognitive, affective and psychomotor domains; but much more emphasis are given to the attainments associated with cognitive domain compared to other domains. At the end of the study, suggestions are provided to curriculum developers and biology teachers, who implement the curricula to realize the aims of environmental education.
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    SLOVAKIAN AND TURKISH STUDENTS' FEAR, DISGUST AND PERCEIVED DANGER OF INVERTEBRATES
    (Hacettepe Univ, 2011) Prokop, Pavol; Usak, Muhammet; Erdogan, Mehmet; Fancovicova, Jana; Bahar, Mehmet
    Human perceives invertebrates less positively than vertebrates because they are small and behaviourally and morphologically unfamiliar. This cross-cultural research focused on Slovakian (n=150) and Turkish (n=164) students' fear, disgust and perceived danger regarding 25 invertebrates [including 5 disease relevant adult insects, 5 ectoparasites, 5 endoparasites, 5 disease irrelevant adult insects and 5 insect larvae/earthworm]. A subsample of Slovakian children was asked for taxonomic identification of these animals. It was found that Turkish students rated higher in all three dimensions fear, disgust and dangerousness, compared with Slovakian students. Gender difference favouring higher score of females were found only among Slovakian students and these differences were observed for potentially harmful animals. This implies that females were able to distinguish between more and less dangerous animals. It was neither detected any effects of owning animals on students' ratings, nor found any correlation between identification skills and rating scores.