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

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