Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2018, Cilt: 7 Sayı: 3, 631 - 638, 15.07.2018

Ufuk Toman

https://doi.org/10.12973/eu-jer.7.3.631

Öz

Kaynakça

  • Adeniyi, E. O. (1985). Misconceptions of Selected Ecological Concepts Held by Nigerian Students. Journal of Biological Education, 19, 311-316.
  • Alexander, K. S. (1982). Food web analysis: An ecosystem approach. The American Biology Teacher, 44, 186–190.
  • Altin, M., Bacanli, H., & Yildiz, K. (2002). Biyoloji Ogretmeni Adaylarinin Cevreye Yonelik Tutumlari [Attitudes of Pre-Service Biology Teachers towards the Environment]. V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi [V. National Science and Mathematics Education Congress], ODTU, Ankara, Turkey.
  • Bahar, M. (2000). Universite Ogrencilerinin Cevre Egitimi Konularindaki On Bilgi Duzeyi, Kavram Yanilgilari [Preliminary Misconceptions Knowledge of Environmental Education in University Students]. V. Uluslararasi Ekoloji ve Cevre Sorunlari Sempozyumunda Poster Calismasi [Poster Work in V. International Symposium on Ecology and Environmental Problems], TUBITAK, Ankara, Turkey.
  • Barr, S. (2007). Factors Influencing Environmental Attitudes and Behaviors. Environmental and Behavior, 39(4), 435-473.
  • Bozkurt, O. (2001). Ilkogretim Ogrencilerinin (6., 7. ve 8. Siniflar) Bazi Cevre Problemleri Hakkinda Sahip Olduklari Yanlis Kavramlarin Tespiti Uzerine Bir Arastirma [Identifiying some misconceptions of elementary school students (6 th, 7 th and 8 th grades) about environmental problems]. (Unpublished master’s thesis), Gazi University Institute of Educational Sciences, Ankara, Turkey.
  • Campbell, J., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students, Journal of Environmental Education, 30(3), 17-21.
  • Cepni, S. (2012). Arastirma ve proje calismalarina giris [Introduction to Research and Project Studies]. Trabzon: Celepler.
  • Darcin, E. S., Bozkurt, O., Hamalosmanoglu, M., & Kose, S. (2006). Misconceptions about greenhouse effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Davis, J. (1998). Young children, environmental education, and the future. Early Childhood Education Journal, 26(2), 117-123.
  • Erol, G.H., & Gezer, K. (2006). Prospective of Elementary School Teachers’ Attitudes toward Environment and Environmental Problems. International Journal of Environmental and Science Education, 1(1), 65-77.
  • Ewans, G.W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young Children’s Environmental Attitudes and Behaviors. Environmental and Behavior, 39(5), 635-659.
  • Farmer, J., Knapp, D., Benton, M. G. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education. Reports & Research, 38(3), 33-42.
  • Fernández Manzanal , R, Rodríguez Barreiro, L.M., Casal Jiménez, M. (1999). Relationship between Ecology Fieldwork and Student Attitudes toward Environmental Protection. Journal or Research in Science Teaching, 36(4), 431–453.
  • Griffiths, A. K., & Grant.B.A.C. (1985).High School Students’ Understanding of Food Webs: Identification of Learning Hierarchy and Related Misconceptions. Journal of Research in Science Teaching, 22(54), 21–36.
  • Munson, B. H. (1991). Relationships Between an individual’s Conceptual Ecology and the Individual’s Conceptions of Ecology. (Unpublished doctoral dissertation), University of Minnesota, Minneapolis.
  • Ohlsson, B., Ergezen, S. S. (1997). Biyoloji Ogretimi, YOK/Dunya Bankasi Milli Egitimi Gelistirme Projesi Hizmet Oncesi Ogretmen Egitimi, Ankara, Turkey.
  • Ozcan, O. (2000). Ilkogretim 8.Sinif Ogrencilerinin Canlilarda Cogalma ve Kalitim Unitesindeki Temel Kavramlari Anlama Seviyesi [The levels of students' understanding of basic concepts in reproduction and inheritance in the living things unit at 8th grade] (Unpublished master’s thesis), Karadeniz Technical University Institute of Natural Sciences, Trabzon, Turkey.
  • Toman, U., Cimer, O. S., & Cimer, A. (2015). Fotosentez ve Bitkilerde Solunum Kavramlarinin Farkli Ogrenim Seviyelerinde Ogrenilme Durumlarinin Arastirilmasi [An Investigation ınto The Conceptions of Photosynthesis and Respiration ın Plants at Different Educational Levels]. Karadeniz Sosyal Bilimler Dergisi [The Black Sea Journal of Social Sciences], 2, 15–31.
  • Uzun, N., Ozsoy, S., & Keles, O. (2010). Ogretmen adaylarinin biyolojik cesitlilik kavramina yonelik gorusleri. [Pre-Service Teachers’ Views about the Concept of Biodiversity]. Biyoloji Bilimleri Arastirma Dergisi [Research Journal of Biology Sciences], 3 (1), 85-91.
  • Urey, M., Sahin, B., & Sahin, F. N. (2011). Ogretmen Adaylarinin Temel Ekoloji Kavramlari ve Cevre Sorunlari Konusundaki Yanilgilari [Teacher Candidates’ Misconceptions Relating Basic Ecology Concepts and Environmental Problems]. Ege Egitim Dergisi [Ege journal of Education], 12(1), 22-5.
  • Urey, M., Colak, K., & Okur, M. (2009). Regional Differences in Environment Education of Primary Education in Terms of Teacher Conceptions. Procedia-Social and Behavioral Science, 1(1), 795-799.
  • Yildirim, A., & Simsek, A. (2013). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin yayinlari.

An Investigation into the Learning of Ecological Concepts

Yıl 2018, Cilt: 7 Sayı: 3, 631 - 638, 15.07.2018

Ufuk Toman

https://doi.org/10.12973/eu-jer.7.3.631

Öz

The aim of this research; secondary, high school and university levels of the students to understand the concepts related to ecology of Bayburt in Turkey. In this study, a progressive research method was used. In this method, conceptual understanding test was used as data collection tool. Open-ended test questions were used in this study. The test consisted of 150 students, 50 were from the secondary school, 50 were from the high school and 50 from the university in Bayburt. The data obtained from the test indicate that the meanings of the ecological concept are in different categories and that this concept is not fully understood by the students at all three levels of learning. While students at secondary level relate the concepts related to ecology to their everyday use, high school and university students have more scientific definitions in their descriptions. In addition, misconceptions regarding these concepts have been identified at all levels of learning.

Anahtar Kelimeler

Ecological concepts understanding levels misconceptions

Kaynakça

  • Adeniyi, E. O. (1985). Misconceptions of Selected Ecological Concepts Held by Nigerian Students. Journal of Biological Education, 19, 311-316.
  • Alexander, K. S. (1982). Food web analysis: An ecosystem approach. The American Biology Teacher, 44, 186–190.
  • Altin, M., Bacanli, H., & Yildiz, K. (2002). Biyoloji Ogretmeni Adaylarinin Cevreye Yonelik Tutumlari [Attitudes of Pre-Service Biology Teachers towards the Environment]. V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi [V. National Science and Mathematics Education Congress], ODTU, Ankara, Turkey.
  • Bahar, M. (2000). Universite Ogrencilerinin Cevre Egitimi Konularindaki On Bilgi Duzeyi, Kavram Yanilgilari [Preliminary Misconceptions Knowledge of Environmental Education in University Students]. V. Uluslararasi Ekoloji ve Cevre Sorunlari Sempozyumunda Poster Calismasi [Poster Work in V. International Symposium on Ecology and Environmental Problems], TUBITAK, Ankara, Turkey.
  • Barr, S. (2007). Factors Influencing Environmental Attitudes and Behaviors. Environmental and Behavior, 39(4), 435-473.
  • Bozkurt, O. (2001). Ilkogretim Ogrencilerinin (6., 7. ve 8. Siniflar) Bazi Cevre Problemleri Hakkinda Sahip Olduklari Yanlis Kavramlarin Tespiti Uzerine Bir Arastirma [Identifiying some misconceptions of elementary school students (6 th, 7 th and 8 th grades) about environmental problems]. (Unpublished master’s thesis), Gazi University Institute of Educational Sciences, Ankara, Turkey.
  • Campbell, J., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students, Journal of Environmental Education, 30(3), 17-21.
  • Cepni, S. (2012). Arastirma ve proje calismalarina giris [Introduction to Research and Project Studies]. Trabzon: Celepler.
  • Darcin, E. S., Bozkurt, O., Hamalosmanoglu, M., & Kose, S. (2006). Misconceptions about greenhouse effect. International Journal of Environmental and Science Education, 1(2), 104-115.
  • Davis, J. (1998). Young children, environmental education, and the future. Early Childhood Education Journal, 26(2), 117-123.
  • Erol, G.H., & Gezer, K. (2006). Prospective of Elementary School Teachers’ Attitudes toward Environment and Environmental Problems. International Journal of Environmental and Science Education, 1(1), 65-77.
  • Ewans, G.W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young Children’s Environmental Attitudes and Behaviors. Environmental and Behavior, 39(5), 635-659.
  • Farmer, J., Knapp, D., Benton, M. G. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education. Reports & Research, 38(3), 33-42.
  • Fernández Manzanal , R, Rodríguez Barreiro, L.M., Casal Jiménez, M. (1999). Relationship between Ecology Fieldwork and Student Attitudes toward Environmental Protection. Journal or Research in Science Teaching, 36(4), 431–453.
  • Griffiths, A. K., & Grant.B.A.C. (1985).High School Students’ Understanding of Food Webs: Identification of Learning Hierarchy and Related Misconceptions. Journal of Research in Science Teaching, 22(54), 21–36.
  • Munson, B. H. (1991). Relationships Between an individual’s Conceptual Ecology and the Individual’s Conceptions of Ecology. (Unpublished doctoral dissertation), University of Minnesota, Minneapolis.
  • Ohlsson, B., Ergezen, S. S. (1997). Biyoloji Ogretimi, YOK/Dunya Bankasi Milli Egitimi Gelistirme Projesi Hizmet Oncesi Ogretmen Egitimi, Ankara, Turkey.
  • Ozcan, O. (2000). Ilkogretim 8.Sinif Ogrencilerinin Canlilarda Cogalma ve Kalitim Unitesindeki Temel Kavramlari Anlama Seviyesi [The levels of students' understanding of basic concepts in reproduction and inheritance in the living things unit at 8th grade] (Unpublished master’s thesis), Karadeniz Technical University Institute of Natural Sciences, Trabzon, Turkey.
  • Toman, U., Cimer, O. S., & Cimer, A. (2015). Fotosentez ve Bitkilerde Solunum Kavramlarinin Farkli Ogrenim Seviyelerinde Ogrenilme Durumlarinin Arastirilmasi [An Investigation ınto The Conceptions of Photosynthesis and Respiration ın Plants at Different Educational Levels]. Karadeniz Sosyal Bilimler Dergisi [The Black Sea Journal of Social Sciences], 2, 15–31.
  • Uzun, N., Ozsoy, S., & Keles, O. (2010). Ogretmen adaylarinin biyolojik cesitlilik kavramina yonelik gorusleri. [Pre-Service Teachers’ Views about the Concept of Biodiversity]. Biyoloji Bilimleri Arastirma Dergisi [Research Journal of Biology Sciences], 3 (1), 85-91.
  • Urey, M., Sahin, B., & Sahin, F. N. (2011). Ogretmen Adaylarinin Temel Ekoloji Kavramlari ve Cevre Sorunlari Konusundaki Yanilgilari [Teacher Candidates’ Misconceptions Relating Basic Ecology Concepts and Environmental Problems]. Ege Egitim Dergisi [Ege journal of Education], 12(1), 22-5.
  • Urey, M., Colak, K., & Okur, M. (2009). Regional Differences in Environment Education of Primary Education in Terms of Teacher Conceptions. Procedia-Social and Behavioral Science, 1(1), 795-799.
  • Yildirim, A., & Simsek, A. (2013). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin yayinlari.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Ufuk Toman

Yayımlanma Tarihi 15 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 7 Sayı: 3

Kaynak Göster

APA Toman, U. (2018). An Investigation into the Learning of Ecological Concepts. European Journal of Educational Research, 7(3), 631-638. https://doi.org/10.12973/eu-jer.7.3.631
AMA Toman U. An Investigation into the Learning of Ecological Concepts. eujer. Temmuz 2018;7(3):631-638. doi:10.12973/eu-jer.7.3.631
Chicago Toman, Ufuk. “An Investigation into the Learning of Ecological Concepts”. European Journal of Educational Research 7, sy. 3 (Temmuz 2018): 631-38. https://doi.org/10.12973/eu-jer.7.3.631.
EndNote Toman U (01 Temmuz 2018) An Investigation into the Learning of Ecological Concepts. European Journal of Educational Research 7 3 631–638.
IEEE U. Toman, “An Investigation into the Learning of Ecological Concepts”, eujer, c. 7, sy. 3, ss. 631–638, 2018, doi: 10.12973/eu-jer.7.3.631.
ISNAD Toman, Ufuk. “An Investigation into the Learning of Ecological Concepts”. European Journal of Educational Research 7/3 (Temmuz 2018), 631-638. https://doi.org/10.12973/eu-jer.7.3.631.
JAMA Toman U. An Investigation into the Learning of Ecological Concepts. eujer. 2018;7:631–638.
MLA Toman, Ufuk. “An Investigation into the Learning of Ecological Concepts”. European Journal of Educational Research, c. 7, sy. 3, 2018, ss. 631-8, doi:10.12973/eu-jer.7.3.631.
Vancouver Toman U. An Investigation into the Learning of Ecological Concepts. eujer. 2018;7(3):631-8.
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