No abstract

Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının biyoçeşitliliğe ilişkin kavramsal ilişkilendirme düzeylerini belirlemektir. Çalışmaya Kafkas Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Öğretmenliği dördüncü sınıfta öğrenim gören toplam 132 öğrenci katılmıştır. Çalışma, tarama modelinde yürütülmüş ve öğretmen adaylarından bir kelime ilişkilendirme testi doldurmaları istenmiştir. Bu şekilde öğretmen adaylarının yazdıkları kelimeler biyoçeşitlilik ile ilişkili kavramlar şeklinde kategorize edilmiş, her kategorideki kavramların sıklıkları ve anlamsal ilişkileri bir belirleyici olarak hesaplanmıştır.Öğretmen adaylarının vermiş oldukları yanıtların %82,7'si biyoçeşitlilik ile ilişkilendirilmiş, %17,3'ü ise araştırmacılar tarafından biyoçeşitlilik ile ilişkili bulunmamış ve değerlendirmeye katılmamıştır. Sonuç olarak, fen bilgisi öğretmen adayları biyoçeşitliliğin dört unsuru olan tür çeşitliliğini, ekosistem çeşitliliğini, genetik çeşitliliği ve ekolojik olaylar (proses) çeşitliliğini biyoçeşitlilik ile ilişkili temel kavramlar olarak zihinlerinde ilişkilendirmişlerdir. Ayrıca sistematik, biyoteknoloji, ekoloji, genetik ve biyoçeşitliliğin korunması gibi kavramların da çalışmanın sonucunda öğretmen adayları tarafından biyoçeşitlilik ile ilişkilendirilen diğer önemli kavramlar olduğu belirlenmiştir.

This study aimed to determine the attitudes and metaphorical perceptions of science teacher candidates towards biology lesson. In the study, a mixed method and triangulation pattern was used. A survey form developed by the researchers to determine the metaphorical perceptions of the teacher candidates about biology lesson and their demographic information and a "Biology Course Attitude Scale (BDTÖ)" were used to determine their attitudes towards the biology lesson. SPSS package program was used for analysis of quantitative data and content analysis technique was used for analysis of qualitative data. Metaphores developed by science teacher candidates are alphabetically ordered; coded, categorized, percent and frequency values are calculated. Participant teacher candidates' attitudes towards the biology lesson in general were found to be positive at the "I agree" level. As a result of the research, it was determined that the teacher candidates' attitude scores related to the biology lesson did not show any significant difference according to gender and grade levels. It was determined that science teachers candidates participating in the research had 117 valid metaphors and 57 different metaphors for the biology lesson, and the metaphors of "life" (f = 37) and "water" (f = 6) were the most frequently produced metaphors.

Each student in school space is unique and the students own different structures as for all the peculiarities. That's why, the learning processes should be arranged in order to overcome the different learning styles by pointing out the individuality. In 1990s, the layered education curriculum developed by Nunley pays attention to the individual differences basically, in this curriculum; there is the view to make education individualized. In the layered education curriculum, the individual defines learning achievements herself/himself; learns to arrange learning process and evaluation; hence, she/he will be responsible for his/her own learning. One of the significant qualities of the layered education curriculum is the evaluation process of learners where they find the chance to make an evaluation, see their deficiencies and determine their own learning rate. This study aims to determine the views of the science teacher candidates related to the layered education curriculum. The study consists of 2 nd grade teacher candidates that take the course Saving the Natural Life in undergraduate of Science in Faculty of Education, Kafkas University in 2015-16 Academic Year Spring Term quantitatively. The data of the research is gathered for semi-structured interview technique, as a result of the research 16 of 21 candidates participated in the interview and the data gathered is analyzed with descriptive analysis technique. It is conferred that the course according to the layered education curriculum encourages do researching, revealing their imagination, authentic views, and various points and developing hand-craft; the teacher candidates choose the missions as easy, some candidates enjoy watching documentary, the others enjoy arranging documentary, they have difficulty in arranging a mind map and writing compositions.