Araştırma Makalesi
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Biyoloji Öğretmen Adaylarının Bitki Farkındalığının Belirlenmesi

Yıl 2023, Cilt: 42 Sayı: 1, 359 - 430, 30.06.2023
https://doi.org/10.7822/omuefd.1242355

Öz

Bitkiler, yeryüzündeki tüm yaşam formları için vazgeçilmez canlılar olup canlı yaşamının devamlılığı için kilit bir rol oynamaktadır. Bitkiler biyolojik çeşitlilik açısından da oldukça önemli bir rol oynamasına rağmen insanlar tarafından çoğu zaman göz ardı edilir. Bu araştırmada biyoloji öğretmen adaylarının bitki farkındalığının belirlenmesi amaçlanmıştır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklemi uygun örnekleme yöntemi ile seçilen Ankara ilindeki bir devlet üniversitesinde öğrenim gören 84 biyoloji öğretmen adayından oluşmaktadır. Bitki körlüğü fenomenini araştıran çalışmalar incelenerek bitki körlüğünü tespit etmeye yönelik sorular belirlenmiş ve iki bölümden oluşan bir anket hazırlanmıştır. Anketin birinci bölümünde öğretmen adaylarına ilk olarak bitki körlüğünü belirlemede kullanılan “Aklınıza ilk gelen 5 canlının adını yazınız” şeklindeki açık uçlu soru yöneltilmiştir. Bu bölümde ayrıca öğretmen adaylarının flora ve fauna tercihlerini ve tercihlerinin nedenlerini ortaya koymayı amaçlayan sorular yer almaktadır. Anketin ikinci bölümünde ise bitki körlüğü testi yer almaktadır. Verilerin analizinde betimsel analiz ve içerik analizi kullanılmıştır. Sonuçlar öğretmen adaylarının büyük çoğunluğunun canlı listelerinde hayvanlara daha çok yer verdiklerini, floraya kıyasla faunayı tercih ettiklerini ortaya koymuştur. Anketin ikinci bölümü olan bitki körlüğü testinde hayvan görsellerini bitkilere göre daha çok hatırladıkları, hayvan görsellerini daha ilgi çekici buldukları ve hayvan türlerini daha kolay isimlendirebildikleri görülmüştür. Araştırmanın sonuçları incelendiğinde biyoloji öğretmen adaylarının bitki körlüğünün olası özelliklerini gösterdikleri sonucuna varılmıştır.

Kaynakça

  • Allen, W. (2003). Plant blindness. BioScience, 53(10), 926.
  • Amprazis, A., Papadopoulou , P., & Malandrakis, G. (2019). Plant blindness and children’s recognition of plants as living things: a research in the primary schools context. Journal of Biological Education, 1-15.
  • Balas, B., & Momsen, J. (2014). Attention “blinks” differently for plants and animals. CBE-Life Sciences Education, 13(3), 437-443.
  • Balick, M. J., & Cox, P. A. (1996). Plants, People and Culture The Science of Ethnobotany. New York. Bögeholz, S. (1999). Qualitäten primärer Naturerfahrung und ihr Zusammenhang mit Umweltwissen und Umwelthandeln. Opladen: Leske+ Budrich.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental education research, 12(1), 65-84.
  • Brownlee, K., Parsley, K. M., & Sabel, J. L. (2021). An analysis of plant awareness disparity within introductory Biology textbook images. Journal of Biological Education, 1-10.
  • Büyüköztürk, Ş., Aygün, Ö., Kılıç Çakmak, E., & Karadeniz , Ş. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Çil, E., & Yanmaz, D. (2017). Determination of pre-service teachers’ awareness of plants. International Electronic Journal of Environmental Education, 7(2), 84-93.
  • Frisch, J. K., Unwin, M. M., & Saunders, G. W. (2010). Name that plant! Overcoming plant blindness and developing a sense of place using science and environmental education. In The inclusion of environmental education in science teacher education, (pp. 143-157). Springer, Dordrecht.
  • Hershey, D. R. (1996). A historical perspective on problems in botany teaching. The American Biology Teacher, 58(6), 340-347.
  • Jose, S. B., Wu, C. H., & Komoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants People Planet, 1(3), 169-172.
  • Lindemann-Matthies, P. (2002). The influence of an educational program on children's perception of biodiversity. The Journal of Environmental Education, 33(2), 22-31.
  • Lindemann-Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: how children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655-677.
  • Nyberg, E., Brkovic , I., & Sanders, D. (2019). Beauty, memories and symbolic meaning: Swedish student teachers ́ views of their favourite plant and animal. Journal of Education, 55(1), 31-44.
  • Ryplova, R., & Pokorny, J. (2020). Saving water for the future via increasing plant literacy of pupils. European Journal of Sustainable Development, 9(3), 313.
  • Saldana, J. (2019). Nitel Araştırmalar İçin Kodlama El Kitabı. Baskıdan Çeviri (A. Tüfekçi ve Şad, N. Çev), Pegem Akademi.
  • Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112-119.
  • Scherf, G. (1985). Zur Bedeutung pflanzlicher Formenkenntnisse für eine schützende Einstellung gegenüber Pflanzen und zur Methodik des formenkundlichen Unterrichts: eine empirische Untersuchung in 4. Jahrgangsstufen am Beispiel wildwachsender krautiger Dikotylen auf städtischen Flächennutzungen. Institut für die Didaktik der Biologie.
  • Tunnicliffe, S. D. (2001). Talking about plants: Comments of primary school groups looking at plants as exhibits in a botanical garden. Journal of Biological Education, 36(1), 27-34.
  • Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants?, 96(10), 1753-1759. American Journal of Botany, 96(10), 1753-1759.
  • Wandersee, J. H. (1986). Plants or animals - which do junior high school students prefer to study? Journal of research in science teaching, 23(5), 415-426.
  • Wandersee, J., & Schussler, E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 82-86.
  • Wandersee, J., & Schussler, E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yörek, N., Şahin , M., & Aydın, H. (2009). Are animals ‘more alive’ than plants? Animistic-anthropocentric construction of life concept. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 371-380.1

Determination of Plant Awareness of Biology Teacher Candidates

Yıl 2023, Cilt: 42 Sayı: 1, 359 - 430, 30.06.2023
https://doi.org/10.7822/omuefd.1242355

Öz

Plants are indispensable for all life forms on earth and play a key role for the continuity of living life. Although plants also play a very important role in terms of biodiversity, they are often ignored by humans. In this study, it was aimed to determine the plant awareness of biology teacher candidates. Screening model was used in the study. The sample of the study consists of 84 biology teacher candidates studying at a state university in Ankara province selected by convenience sampling method. The studies investigating the phenomenon of plant blindness were examined and questions to detect plant blindness were determined and a questionnaire consisting of two parts was prepared. In the first part of the survey, the teacher candidates were first asked the open-ended question "Write the names of the first 5 creatures that come to your mind", which is used to determine plant blindness. This section also includes questions aimed at revealing the flora and fauna preferences of teacher candidates and the reasons for their preferences. In the second part of the survey, there is a plant blindness test. Content analysis and descriptive statistics were used in the analysis of the data. The results revealed that the majority of teacher candidates included animals in their living lists and preferred fauna over flora. In the plant blindness test, which is the second part of the survey, it was seen that they remembered animal images more than plants, found animal images more interesting and could name animal species more easily. When the results of the research were examined, it was concluded that biology teacher candidates showed the possible characteristics of plant blindness.

Kaynakça

  • Allen, W. (2003). Plant blindness. BioScience, 53(10), 926.
  • Amprazis, A., Papadopoulou , P., & Malandrakis, G. (2019). Plant blindness and children’s recognition of plants as living things: a research in the primary schools context. Journal of Biological Education, 1-15.
  • Balas, B., & Momsen, J. (2014). Attention “blinks” differently for plants and animals. CBE-Life Sciences Education, 13(3), 437-443.
  • Balick, M. J., & Cox, P. A. (1996). Plants, People and Culture The Science of Ethnobotany. New York. Bögeholz, S. (1999). Qualitäten primärer Naturerfahrung und ihr Zusammenhang mit Umweltwissen und Umwelthandeln. Opladen: Leske+ Budrich.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental education research, 12(1), 65-84.
  • Brownlee, K., Parsley, K. M., & Sabel, J. L. (2021). An analysis of plant awareness disparity within introductory Biology textbook images. Journal of Biological Education, 1-10.
  • Büyüköztürk, Ş., Aygün, Ö., Kılıç Çakmak, E., & Karadeniz , Ş. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Çil, E., & Yanmaz, D. (2017). Determination of pre-service teachers’ awareness of plants. International Electronic Journal of Environmental Education, 7(2), 84-93.
  • Frisch, J. K., Unwin, M. M., & Saunders, G. W. (2010). Name that plant! Overcoming plant blindness and developing a sense of place using science and environmental education. In The inclusion of environmental education in science teacher education, (pp. 143-157). Springer, Dordrecht.
  • Hershey, D. R. (1996). A historical perspective on problems in botany teaching. The American Biology Teacher, 58(6), 340-347.
  • Jose, S. B., Wu, C. H., & Komoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants People Planet, 1(3), 169-172.
  • Lindemann-Matthies, P. (2002). The influence of an educational program on children's perception of biodiversity. The Journal of Environmental Education, 33(2), 22-31.
  • Lindemann-Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: how children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655-677.
  • Nyberg, E., Brkovic , I., & Sanders, D. (2019). Beauty, memories and symbolic meaning: Swedish student teachers ́ views of their favourite plant and animal. Journal of Education, 55(1), 31-44.
  • Ryplova, R., & Pokorny, J. (2020). Saving water for the future via increasing plant literacy of pupils. European Journal of Sustainable Development, 9(3), 313.
  • Saldana, J. (2019). Nitel Araştırmalar İçin Kodlama El Kitabı. Baskıdan Çeviri (A. Tüfekçi ve Şad, N. Çev), Pegem Akademi.
  • Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112-119.
  • Scherf, G. (1985). Zur Bedeutung pflanzlicher Formenkenntnisse für eine schützende Einstellung gegenüber Pflanzen und zur Methodik des formenkundlichen Unterrichts: eine empirische Untersuchung in 4. Jahrgangsstufen am Beispiel wildwachsender krautiger Dikotylen auf städtischen Flächennutzungen. Institut für die Didaktik der Biologie.
  • Tunnicliffe, S. D. (2001). Talking about plants: Comments of primary school groups looking at plants as exhibits in a botanical garden. Journal of Biological Education, 36(1), 27-34.
  • Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants?, 96(10), 1753-1759. American Journal of Botany, 96(10), 1753-1759.
  • Wandersee, J. H. (1986). Plants or animals - which do junior high school students prefer to study? Journal of research in science teaching, 23(5), 415-426.
  • Wandersee, J., & Schussler, E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 82-86.
  • Wandersee, J., & Schussler, E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yörek, N., Şahin , M., & Aydın, H. (2009). Are animals ‘more alive’ than plants? Animistic-anthropocentric construction of life concept. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 371-380.1
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makaleleri
Yazarlar

Zeynep Yılmaz 0000-0002-6970-2751

Meryem Selvi 0000-0002-5853-3817

Yayımlanma Tarihi 30 Haziran 2023
Kabul Tarihi 3 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 42 Sayı: 1

Kaynak Göster

APA Yılmaz, Z., & Selvi, M. (2023). Biyoloji Öğretmen Adaylarının Bitki Farkındalığının Belirlenmesi. Ondokuz Mayis University Journal of Education Faculty, 42(1), 359-430. https://doi.org/10.7822/omuefd.1242355