Viruses cause disease in both animals and plants. New viral diseases are often caused by the spread of existing viruses from one host species to another. The COVID-19 pandemic has been spreading across the world since its emergence in China. The pandemic affected not only the health systems of the countries but also their education systems. To prevent the spread of the epidemic, schools were closed, and different practices were presented in this period. In this study, it was aimed to determine the teachers' views towards the effects of COVID-19 on the education process in Turkey. The case study was used in the research and it was carried out with the participation of 237 different branch teachers. In order to collect the data, structured interview form prepared by the researchers was used. Data were evaluated by using the content analysis technique. As a result of the research, it was determined that teachers have both positive and negative views about competencies, distance education, adaptation of students and teacher-parent communication. In addition, it was determined that teachers have varying concerns about health, economy and education. On the other hand, research results also have shown that the pandemic process provides positive acquisitions in technology use, awareness and skill development.

Bilginin hızla yaygınlaşması, ülkelerin eğitim, sosyal, siyasi, ekonomik ve toplumsal konularda köklü değişlikler yapmaya zorlamaktadır. Bu değişiklikler, beraberinde nitelikli insan yetiştirme zorunluluğunu ortaya çıkarmıştır. Eğitim ekosistemimizde öğretmenin rolünün çok önemli ve hassas bir noktada olduğunu söyleyebiliriz. Nitekim "Eğitim 2023 Vizyonu" ve "MEB Öğretmen Yeterlikleri" raporunda öğretmenin eğitim sistemi içerisindeki önemi vurgulanmıştır. Bu araştırmada, Biyoloji Öğretmenliği Lisans Programına yönelik biyoloji öğretmenlerinin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması kullanılmıştır. Araştırmanın çalışma grubu, 2018-2019 eğitim öğretim yılında Türkiye'nin farklı illerinde aktif görev yapmakta olan 44 biyoloji öğretmeninden oluşmaktadır. Verilerin toplanmasında araştırmacılar tarafından hazırlanan yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde, betimsel istatistik değerleri olan yüzde ve frekans hesaplanmıştır. Ayrıca örnek öğretmen görüşleri sunulmuştur. Araştırma bulgularına göre, biyoloji alan ders/laboratuvar saatlerinin azalması, ders/laboratuvar içeriklerinin birleştirilmesi ve bazı ders/laboratuvarların kaldırılmasının biyoloji öğretmen adaylarının alan bilgisini olumsuz etkileyeceğini düşünülmektedir. Sonuç olarak, lisans eğitiminde aldıkları eğitim kalitesi biyoloji öğretmen adaylarının mesleki gelişimleri ve öğretmenlik mesleği yeterliklerinin gelişmesi için vazgeçilmez bir unsurdur. Bu nedenle lisans programlarının alan bilgisi yönelik daraltılması yerine derinleştirilmesi gerekmektedir.

Bu makale, birinci yazarın ikinci yazarın danışmanlığında tamamladığı yüksek lisans tezine dayalı olarak oluşturulmuştur.

Turkey shows the character of a continent in terms of biodiversity it hosts. Turkey, retaining most of the natural habitats and biodiversity that has been one of the few countries. In this research, it was aimed to determine and solve the concept complexities of pre-service teachers for species diversity and species richness. The research group consisted of 165 pre-service teachers who biology, science education and pedagogical formation for biology teaching in the academic year 2017-2018. The data were collected by structured interview form developed by the researchers. In the analysis of the data, the correct answers are 1 (one), the wrong answers are coded as 0 (zero) and presented as a percentage-frequency. As a result of the research, it was determined that pre-service teachers experienced a complexity concept related to species richness and species diversity. In addition, it was determined that the method applied was effective in the elimination of the conceptual complexity of teacher candidates for species diversity and species richness.

This study aimed to investigate the perceptions of environmental education self-efficacy of prospective teachers in terms of gender, grade level, academic average, environmental content, environmental membership and department variables. Descriptive research method, which is one of the quantitative research approaches, was used. The study was carried out with 236 prospective teachers studying in biology, science, geography and elementary education programs in the 2017-2018 academic year. In the study, an environmental education self-efficacy scale and personal information form was used. According to the findings of the research; there was no statistically significant difference in perceptions of environmental education self-efficacy among prospective teachers in terms of gender and environmental membership variables. It was found that the pre-service teachers' perceptions of environmental education self-efficacy differentiated in terms of class level, academic average, taking lessons with environmental content and department variables. The study showed the importance of the environmental and environmental subjects in undergraduate programs on environmental education self-efficacy perception. It was also found that pre-service teachers' perceptions of environmental education self-efficacy changed positively, especially as their grade level increases. The fact that pre-service biology teachers who took the environmental content courses in undergraduate education had a lower level of self-efficacy compared to other teachers was one of the most striking results of the study.