Araştırma Makalesi
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Examination of preschool teachers' views on the concept of biological diversity

Yıl 2022, Cilt: 5 Sayı: 1, 180 - 196, 31.05.2022

Ceren Koca Eren Aydın Hakan Sert

https://doi.org/10.33400/kuje.1058860
Cited By: 1

Öz

One could argue that biodiversity education is 'about nature' and is therefore nothing new, because for many years educators have created opportunities for people to understand and experience various plants and animals and their habitats. For this reason, biodiversity education is now approached with education methods for sustainable development, which means a process-oriented, participatory and action-oriented learning approach. Studies on the concept and education of biodiversity in preschool education were rare until recently, but a remarkable increase has been observed in this field in the last decade. However, there is a clear lack of research in studies on preschool teachers. The aim of this study is to examine the views of preschool teachers on the concept of biological diversity. In this direction; Preschool teachers' views on the concept of biodiversity, pre-school teachers' thoughts on Turkey's biological diversity, pre-school teachers' views on developing children's and their own perceptions of biodiversity, and preschool teachers and preschool teachers In this study, the views of the children of that period on the effects of the development of biological diversity perceptions on their environmental awareness were examined. The research was carried out with the phenomenology pattern, which is one of the qualitative research methods. Convenience sampling method was used in this study. Participants consist of eighteen (18) preschool teachers working in public kindergartens in Turkey. Qualitative data collection method and semi-structured interview forms in accordance with this method were used. When the views of preschool teachers on the definition of biological diversity are examined, it is seen that they define biological diversity as species diversity, unity of life and ecosystem. In addition, it was observed that teachers stated that they could not show sufficient interest in biodiversity education in their classrooms due to their lack of sufficient knowledge.

Anahtar Kelimeler

Biodiversity Early Childhood Education Science Education

Kaynakça

  • Barker, S., Slingsby, D., & Tilling, S. (2002). Ecological fieldwork: Is there a problem. Environmental Education, 71(Autumn), 9-10.
  • Berkowitz, A. R., & Hogan, K. (2004). Schoolyard ecology for elementary school teachers. Retrieved August, 30, 2005.
  • Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s learning for a sustainable society: Influences from home and preschool. Education Inquiry, 8(2), 151-172.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental education research, 12(1), 65-84.
  • Breiting, S., Csobod, E., Lindemann-Matthies, P., & Mayer, J. (1996). Consequences of the new strategy of IUCN for environmental (biodiversity) education. Education and communication for biodiversity. Key concepts, strategies and case studies in Europe.
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577-579.
  • CBD (Convention on Biological Diversity). 1992. http://www.biodiv.org/convention/articles.asp.
  • Chawla, L. (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children Youth and Environments, 17(4), 144-170.
  • Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications.
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Derman, M., Çakmak, M., Yaşar, M. D., Kızılaslan, A., & Gürbüz, H. (2013). Biyoçeşitlilik konusunda yapılan çalışmalar ve öğretim programlarında biyoçeşitliliğin değerlendirilmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(3), 57-66.
  • Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366.
  • Gayford, C. (2000). Biodiversity education: A teacher's perspective. Environmental education research, 6(4), 347-361.
  • Groves, F. H., & Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Technology, 8(1), 75-81.
  • Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.
  • Hooper, D. U., Chapin Iii, F. S., Ewel, J. J., Hector, A., Inchausti, P., Lavorel, S., ... & Wardle, D. A. (2005). Effects of biodiversity on ecosystem functioning: a consensus of current knowledge. Ecological monographs, 75(1), 3-35.
  • Howitt, C. (2007). Pre-service elementary teachers' perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37(1), 41-58.
  • Jasper, M. A. (1994). Issues in phenomenology for researchers of nursing. Journal of advanced nursing, 19(2), 309-314.
  • Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—A literature review. Education Sciences, 7(1), 1.
  • Kassas, M. (2002). Environmental education: biodiversity. Environmentalist, 22(4), 345-351.
  • Kyburz‐Graber, R., Hofer, K., & Wolfensberger, B. (2006). Studies on a socio‐ecological approach to environmental education: a contribution to a critical position in the education for sustainable development discourse. Environmental Education Research, 12(1), 101-114.
  • Lindemann‐Matthies*, P. (2005). ‘Loveable’mammals and ‘lifeless’ plants: how children's interest in common local organisms can be enhanced through observation of nature. International journal of science education, 27(6), 655-677.
  • Lindemann‐Matthies, P. (2006). Investigating nature on the way to school: responses to an educational programme by teachers and their pupils. International Journal of Science Education, 28(8), 895-918.
  • Lindemann-Matthies, P., Constantinou, C., Lehnert, H. J., Nagel, U., Raper, G., & Kadji-Beltran, C. (2011). Confidence and perceived competence of preservice teachers to implement biodiversity education in primary schools—Four comparative case studies from Europe. International Journal of Science Education, 33(16), 2247-2273.
  • Lundegård, I., & Wickman, P. O. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13(1), 1-15.
  • Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of educational Psychology, 84(4), 405.
  • McLeish, E. (1997). Educating for life. Guidelines for biodiversity education. Reading: Council for Environmental Education.
  • Menzel, S., & Bögeholz, S. (2009). The loss of biodiversity as a challenge for sustainable development: How do pupils in Chile and Germany perceive resource dilemmas?. Research in Science Education, 39(4), 429-447.
  • M. E. A. (2005). Ecosystems and Human Well-Being: wetlands and water synthesis.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 94104.
  • Moss, A., Jensen, E. & Gusset, M. (2014). Evaluating the contribution of zoos and aquariums to Aichi
  • Biodiversity Target 1. Conservation Biology, 29(2), 537–544.
  • Palmer, J. A., Suggate, J., Robottom, I. A. N., & Hart, P. (1999). Significant life experiences and formative influences on the development of adults’ environmental awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181-200.
  • Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård-Sillanpää, P., Persson, C., ... & Yli-Panula, E. (2015). Nordic–Baltic student teachers’ identification of and interest in plant and animal species: The importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, 26(6), 549-571.
  • Piaget, J., & B. Inhelder. (1983). Psychology of child. [Psychology of the child]. Fischer Taschenbuch Verlag.
  • Tilbury, D., & Calvo, S. (2005). International agendas: Implications for botanic garden education.
  • Skarstein, T. H., & Skarstein, F. (2020). Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310-328.
  • Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.
  • Sundberg, B., & Ottander, C. (2014). Science in preschool—A foundation for education for sustainability. Researching Early Childhood Education for Sustainability: International Perspectives and Provocations; Elliot, S., Ärlemalm-Hagsér, E., Davis, J., Eds, 280-292.
  • Trombulak, S. C., Omland, K. S., Robinson, J. A., Lusk, J. J., Fleischner, T. L., Brown, G., & Domroese, M. (2004). Principles of conservation biology: Recommended guidelines for conservation literacy from the education committee of the society forconservation biology. Conservation biology, 18(5), 1180-1190.
  • Turan, İ., & Yangın, S. (2014). Farklı programlarda okuyan öğretmen adaylarının" biyolojik çeşitlilik" kavramına yönelik alternatif anlayışları ve olası nedenleri. Elektronik Sosyal Bilimler Dergisi, 13(49), 84-103.
  • Uzun, Özsoy, S., & Keleş, Ö. (2010). Öğretmen adaylarının biyolojik çeşitlilik kavramına yönelik görüşleri. Biyoloji Bilimleri Araştırma Dergisi, 3(1), 85-91.
  • Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of science education, 24(11), 1143-1156.
  • Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, 23(2), 264-276.
  • Yüce, Z., & Önel, A. (2015). Fen öğretmen adaylarının bilimin doğasını anlamaları ve evrim teorisini kabul düzeylerinin belirlenmesi. Electronic Turkish Studies, 10(15), 857-872.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Seçkin Yayıncılık.

Okul öncesi öğretmenlerinin biyolojik çeşitlilik kavramına ilişkin görüşlerinin incelenmesi

Yıl 2022, Cilt: 5 Sayı: 1, 180 - 196, 31.05.2022

Ceren Koca Eren Aydın Hakan Sert

https://doi.org/10.33400/kuje.1058860
Cited By: 1

Öz

Biyolojik çeşitlilik eğitiminin 'doğa ile ilgili olduğu' ve bu nedenle yeni bir şey olmadığı iddia edilebilir çünkü eğitimciler uzun yıllardır insanlar çeşitli bitki ve hayvanları ve bunların yaşam alanlarını anlamaları ve deneyimlemeleri için fırsatlar yaratmaktadırlar. Bu nedenle biyolojik çeşitlilik eğitimine artık daha çok süreç odaklı, katılımcı ve eyleme yönelik bir öğrenme yaklaşımı anlamına gelen sürdürülebilir kalkınma için eğitim yöntemleriyle yaklaşılmaktadır. Okul öncesi eğitim ile ilgili biyolojik çeşitlilik kavramına ve eğitimine ilişkin yapılan çalışmaların yakın zamana kadar nadir olduğu, ancak son on yılda bu alanda dikkate değer bir artış görülmüştür. Ancak, okul öncesi öğretmenlerine yönelik yapılan çalışmalarda açık bir araştırma eksikliği vardır. Yapılan bu çalışmanın amacı; okul öncesi öğretmenlerinin biyolojik çeşitlilik kavramına ilişkin görüşlerinin incelenmesidir. Bu doğrultuda; okul öncesi öğretmenlerinin biyolojik çeşitlilik kavramına ilişkin görüşleri, okul öncesi öğretmenlerinin Türkiye’nin biyolojik çeşitliliği hakkında düşünceleri, okul öncesi öğretmenlerinin çocukların ve kendilerinin biyolojik çeşitlilik algılarının geliştirilmesi ile ilgili görüşleri ve okul öncesi öğretmenlerinin ve okul öncesi dönem çocuklarının biyolojik çeşitlilik algılarının geliştirilmesinin çevre farkındalıklarına etkileri hakkındaki görüşleri incelenmiştir. Bu çalışma nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni ile yürütülmüştür. Bu araştırmada uygun örnekleme yöntemi kullanılmıştır. Katılımcılar Türkiye’de devlet anaokullarında görev yapan on sekiz (18) okul öncesi öğretmenden oluşmaktadır. Araştırmada nitel veri toplama yöntemi ve bu yönteme uygun olarak yarı yapılandırılmış görüşme formları kullanılmıştır. Okul öncesi öğretmenlerinin biyolojik çeşitliliğin tanımına ilişkin görüşlerine bakıldığında biyolojik çeşitliliği tür çeşitliliği, yaşamın birlikteliği, ekosistem olarak tanımladıkları görülmüştür. Ayrıca, öğretmenler yeterli bilgi sahibi olmamaları sebebiyle, sınıflarında biyolojik çeşitlilik eğitimine yeterli ilgiyi gösteremediklerini belirtmişlerdir.

Anahtar Kelimeler

Biyolojik Çeşitlilik Okul Öncesi Eğitim Fen Eğitimi

Kaynakça

  • Barker, S., Slingsby, D., & Tilling, S. (2002). Ecological fieldwork: Is there a problem. Environmental Education, 71(Autumn), 9-10.
  • Berkowitz, A. R., & Hogan, K. (2004). Schoolyard ecology for elementary school teachers. Retrieved August, 30, 2005.
  • Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s learning for a sustainable society: Influences from home and preschool. Education Inquiry, 8(2), 151-172.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental education research, 12(1), 65-84.
  • Breiting, S., Csobod, E., Lindemann-Matthies, P., & Mayer, J. (1996). Consequences of the new strategy of IUCN for environmental (biodiversity) education. Education and communication for biodiversity. Key concepts, strategies and case studies in Europe.
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577-579.
  • CBD (Convention on Biological Diversity). 1992. http://www.biodiv.org/convention/articles.asp.
  • Chawla, L. (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children Youth and Environments, 17(4), 144-170.
  • Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications.
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Derman, M., Çakmak, M., Yaşar, M. D., Kızılaslan, A., & Gürbüz, H. (2013). Biyoçeşitlilik konusunda yapılan çalışmalar ve öğretim programlarında biyoçeşitliliğin değerlendirilmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(3), 57-66.
  • Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366.
  • Gayford, C. (2000). Biodiversity education: A teacher's perspective. Environmental education research, 6(4), 347-361.
  • Groves, F. H., & Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Technology, 8(1), 75-81.
  • Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.
  • Hooper, D. U., Chapin Iii, F. S., Ewel, J. J., Hector, A., Inchausti, P., Lavorel, S., ... & Wardle, D. A. (2005). Effects of biodiversity on ecosystem functioning: a consensus of current knowledge. Ecological monographs, 75(1), 3-35.
  • Howitt, C. (2007). Pre-service elementary teachers' perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37(1), 41-58.
  • Jasper, M. A. (1994). Issues in phenomenology for researchers of nursing. Journal of advanced nursing, 19(2), 309-314.
  • Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—A literature review. Education Sciences, 7(1), 1.
  • Kassas, M. (2002). Environmental education: biodiversity. Environmentalist, 22(4), 345-351.
  • Kyburz‐Graber, R., Hofer, K., & Wolfensberger, B. (2006). Studies on a socio‐ecological approach to environmental education: a contribution to a critical position in the education for sustainable development discourse. Environmental Education Research, 12(1), 101-114.
  • Lindemann‐Matthies*, P. (2005). ‘Loveable’mammals and ‘lifeless’ plants: how children's interest in common local organisms can be enhanced through observation of nature. International journal of science education, 27(6), 655-677.
  • Lindemann‐Matthies, P. (2006). Investigating nature on the way to school: responses to an educational programme by teachers and their pupils. International Journal of Science Education, 28(8), 895-918.
  • Lindemann-Matthies, P., Constantinou, C., Lehnert, H. J., Nagel, U., Raper, G., & Kadji-Beltran, C. (2011). Confidence and perceived competence of preservice teachers to implement biodiversity education in primary schools—Four comparative case studies from Europe. International Journal of Science Education, 33(16), 2247-2273.
  • Lundegård, I., & Wickman, P. O. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13(1), 1-15.
  • Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of educational Psychology, 84(4), 405.
  • McLeish, E. (1997). Educating for life. Guidelines for biodiversity education. Reading: Council for Environmental Education.
  • Menzel, S., & Bögeholz, S. (2009). The loss of biodiversity as a challenge for sustainable development: How do pupils in Chile and Germany perceive resource dilemmas?. Research in Science Education, 39(4), 429-447.
  • M. E. A. (2005). Ecosystems and Human Well-Being: wetlands and water synthesis.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 94104.
  • Moss, A., Jensen, E. & Gusset, M. (2014). Evaluating the contribution of zoos and aquariums to Aichi
  • Biodiversity Target 1. Conservation Biology, 29(2), 537–544.
  • Palmer, J. A., Suggate, J., Robottom, I. A. N., & Hart, P. (1999). Significant life experiences and formative influences on the development of adults’ environmental awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181-200.
  • Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård-Sillanpää, P., Persson, C., ... & Yli-Panula, E. (2015). Nordic–Baltic student teachers’ identification of and interest in plant and animal species: The importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, 26(6), 549-571.
  • Piaget, J., & B. Inhelder. (1983). Psychology of child. [Psychology of the child]. Fischer Taschenbuch Verlag.
  • Tilbury, D., & Calvo, S. (2005). International agendas: Implications for botanic garden education.
  • Skarstein, T. H., & Skarstein, F. (2020). Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310-328.
  • Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.
  • Sundberg, B., & Ottander, C. (2014). Science in preschool—A foundation for education for sustainability. Researching Early Childhood Education for Sustainability: International Perspectives and Provocations; Elliot, S., Ärlemalm-Hagsér, E., Davis, J., Eds, 280-292.
  • Trombulak, S. C., Omland, K. S., Robinson, J. A., Lusk, J. J., Fleischner, T. L., Brown, G., & Domroese, M. (2004). Principles of conservation biology: Recommended guidelines for conservation literacy from the education committee of the society forconservation biology. Conservation biology, 18(5), 1180-1190.
  • Turan, İ., & Yangın, S. (2014). Farklı programlarda okuyan öğretmen adaylarının" biyolojik çeşitlilik" kavramına yönelik alternatif anlayışları ve olası nedenleri. Elektronik Sosyal Bilimler Dergisi, 13(49), 84-103.
  • Uzun, Özsoy, S., & Keleş, Ö. (2010). Öğretmen adaylarının biyolojik çeşitlilik kavramına yönelik görüşleri. Biyoloji Bilimleri Araştırma Dergisi, 3(1), 85-91.
  • Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of science education, 24(11), 1143-1156.
  • Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, 23(2), 264-276.
  • Yüce, Z., & Önel, A. (2015). Fen öğretmen adaylarının bilimin doğasını anlamaları ve evrim teorisini kabul düzeylerinin belirlenmesi. Electronic Turkish Studies, 10(15), 857-872.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Seçkin Yayıncılık.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ceren Koca 0000-0002-9006-1194

Eren Aydın 0000-0001-7932-8161

Hakan Sert 0000-0001-8912-0268

Yayımlanma Tarihi 31 Mayıs 2022
Gönderilme Tarihi 17 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 1

Kaynak Göster

APA Koca, C., Aydın, E., & Sert, H. (2022). Okul öncesi öğretmenlerinin biyolojik çeşitlilik kavramına ilişkin görüşlerinin incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 5(1), 180-196. https://doi.org/10.33400/kuje.1058860

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