“Bi̇yoloji̇k Çeşi̇tli̇li̇k Ve Korunmasi” Konusunun Öğreti̇lmesi̇nde İstasyon Tekni̇ği̇ Kullaniminin Öğrenci̇leri̇n Başarisi Üzeri̇ne Etki̇si̇

Atik, Ali Derya; Ekemen, Duygu Kara; Erkoç, Fıgen

doi:10.17240/aibuefd.2019..-518071

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Secondly, the challenge for educators is to help students find personal value and meaning in a concept that doesn't come easily to their minds. Biodiversity is a difficult concept to learn as it remains abstract due to insufficient examples given (Kara et al, 2017). Many educational scholars agree that biodiversity should be integrated outside of the natural while encouraging students to critically explore the different meanings, uses, and values of biodiversity.…”

Section: Introductionmentioning

confidence: 99%

Investigation of pre-service science teachers knowledge levels, practical experiences, and perceived competencies in teaching biodiversity

Tergenbayeva,

Karasholakova,

Çatar Sarıkurt

et al. 2023

tused

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This study aims to investigate pre-service science teachers' knowledge levels, practical experiences, and perceived competencies in teaching biodiversity at secondary school level. The study was conducted in Turkey with 151 pre-service science teachers, 50 of whom were first-year, 34 second year, 42 third year, and 25 fourth year during the fall semester of 2022-2023. An open-ended biodiversity concept test was applied to identify their knowledge levels, prior education experiences, and perceived competencies in teaching biodiversity. Descriptive statistics and content analysis results revealed that as the year level increased, the knowledge levels and experiences of the pre-service teachers increased as well, and in parallel, they perceived themselves as more competent in teaching the subject of biodiversity. When first and second year students were evaluated together, it was found that most of their answers were at a low level in terms of their knowledge about biodiversity. When the third and fourth grade teacher candidates' knowledge levels about biodiversity were examined, it was revealed that they were predominantly at a good level. As can be clearly seen, as year levels increased, the level of knowledge also increased. These results highlight the importance of theoretical and practical courses for content and pedagogical knowledge on the perceived competencies of the pre-service teachers in teaching biodiversity.Journal of Turkish Science Education 696 the variability among living organisms from all sources, including, inter alia, terrestrial, marine, and aquatic ecosystems and the ecological complexes of which they are a part; this includes diversity within species, between species, and within the ecosystems. Biodiversity is identified by the interaction of various factors that differ spatially and temporally. For instance, average climate and climate variability, resource availability and overall productivity of an area, biodiversity stock and diffusion opportunities or barriers, spatial heterogeneity habitats and intensity and interdependence of biotic interactions such as competition, predation, mutualism and symbiosis, and intensity and type of sexual reproduction and genetic recombination (Balcha & Dalle, 2007). DeLong (1996) stated that there was still no coherent definition of biodiversity; it was defined differently by different people and based on his own findings, he defined biodiversity as follows: Biodiversity is a state or attribute of a site or area and specifically refers to the variety within and among living organisms, assemblages of living organisms, biotic communities, and biotic processes, whether naturally occurring or modified by humans. Biodiversity can be measured in terms of genetic diversity and the identity and number of different types of species, assemblages of species, biotic communities, and biotic processes, and the amount (e.g., abundance, biomass, cover, rate) and structure of each. It can be observed and measured at any spatial scale ranging from microsites and habitat p...

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Section: Introductionmentioning

confidence: 99%

Investigation of pre-service science teachers knowledge levels, practical experiences, and perceived competencies in teaching biodiversity

Tergenbayeva,

Karasholakova,

Çatar Sarıkurt

et al. 2023

tused

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5. Sınıf Öğrencilerinin Biyolojik Çeşitlilik Konusundaki Kavramsal Anlamalarına REACT Stratejisinin Etkisi

Baydere¹,

Kurtoğlu²

2020

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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Öz: Bağlam temelli öğrenme, öğrencilerin fen kavramlarını günlük yaşamdan seçilen bağlamlarla ilişkilendirerek öğrenmelerini benimseyen çağdaş bir yaklaşımdır. Bu araştırmanın amacı, 5. Sınıf öğrencilerinin Biyolojik çeşitlilik konusundaki kavramsal anlamalarına REACT stratejisinin etkisini ve etkinlikle ilgili görüşlerini incelemektir. Araştırmada, karma yöntemlerden birisi olan sıralı/açıklayıcı desen kullanılmıştır. Araştırmanın örneklemini, Doğu Karadeniz Bölgesi'nin kıyı şeridindeki bir ile bağlı olan köy okulunda öğrenim gören toplam 39 (21 deney ve 18 kontrol grubu) 5. sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, iki aşamalı biyolojik çeşitlilik kavram testi ve görüşme formu kullanılmıştır. İki aşamalı biyolojik çeşitlilik kavram testinin veri analizi SPSS paket programı yardımıyla istatistiksel olarak, görüşme formunun veri analizi ise içeriksel olarak analiz edilmiştir. Sonuç olarak araştırma kapsamında ele alınan Biyolojik çeşitlilik konusuna yönelik BTÖY'nin REACT stratejisine göre geliştirilmiş ve uygulanmış olan etkinliğin 5. Sınıf öğrencilerinin kavramsal anlamalarını arttırdığı sonucuna ulaşılmıştır. Bununla birlikte deney grubuna yapılan öğretim müdahalesinin öğrencilerin öğrenmelerinde faydalı olma, etkili ve kalıcı öğrenmeyi sağlama ve hatırlamayı sağlama gibi birçok olumlu etkilerinin olduğu sonucuna ulaşılmıştır. Öğrencilerin özellikle anlamakta zorlandıkları biyolojik çeşitlilik gibi soyut özellik taşıyan konuların öğretilmesinde günlük yaşamdan çeşitli bağlamlar kullanılarak öğrencilerin kavramlarını yeniden doğru bir şekilde yapılandırmalarına yardım eden çalışmalarının sayısı arttırılabilir.

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Başarı Testi Geliştirme: Biyoloji Dersine ait “Hücre” Konusunun Değerlendirilmesine Yönelik Bir Araştırma

Çakir

Arı

2022

Sosyal Bilimler Ve Eğitim Dergisi

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In this research, it was aimed to develop a valid and reliable test consisting of multiple choice questions in order to measure the conceptual understanding of the "cell" unit, which is one of the biology course topics. Planning, item writing, item analysis and item selection were followed in the development of the achievement test. Within the scope of the biology course, an item pool of 29 questions covering the cell topic was created. With the expert opinions, the content validity of the questions was ensured and the questions were corrected. Item analyzes were made with the pilot application of the draft form. As a result of item analysis, the number of questions was reduced to 22. After the item analyzes carried out, the “Cell Achievement Test”, consisting of a total of 22 questions for the "cell" unit, took its final form. While the average item difficulty of the test was calculated as 0.55, the average item discrimination was calculated as 0.44. Moreover, the test was applied to a different group of 123 undergraduate students for reliability analysis, and the KR-20 reliability coefficient was calculated as 0.89. As a result of the findings, a valid and reliable "Cell Achievement Test" was obtained.

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“Bi̇yoloji̇k Çeşi̇tli̇li̇k Ve Korunmasi” Konusunun Öğreti̇lmesi̇nde İstasyon Tekni̇ği̇ Kullaniminin Öğrenci̇leri̇n Başarisi Üzeri̇ne Etki̇si̇

Cited by 3 publications

References 17 publications

Investigation of pre-service science teachers knowledge levels, practical experiences, and perceived competencies in teaching biodiversity

Investigation of pre-service science teachers knowledge levels, practical experiences, and perceived competencies in teaching biodiversity

5. Sınıf Öğrencilerinin Biyolojik Çeşitlilik Konusundaki Kavramsal Anlamalarına REACT Stratejisinin Etkisi

Başarı Testi Geliştirme: Biyoloji Dersine ait “Hücre” Konusunun Değerlendirilmesine Yönelik Bir Araştırma

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