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Çalışmanın amacı, fen bilgisi öğretmen adaylarının genetik okuryazarlık konularına ve biyoteknolojiye yönelik tutumlarının belirlenmesidir. Çalışmada tarama modeli kullanılmıştır. Araştırma örneklemini 2018-2019 akademik yılında Ege Bölgesinde bulunan 4 devlet üniversitesinin fen bilgisi eğitimi anabilim dalı 1., 2., 3. ve 4. sınıflarında öğrenim görmekte olan 703 (567 kadın, 136 erkek) öğretmen adayı oluşturmuştur. Araştırmada iki farklı veri toplama aracı kullanılmış olup bunlar Öcal (2012) tarafından geliştirilen Biyoteknoloji Tutum Ölçeği ve British Social Attitude Survey (2000) ve Wellcome Trust Consultive Panel on Gene Therapy (1999) ölçeklerinde kullanılan maddelerden oluşan (Sturgis vd, 2005), Cebesoy (2014) tarafından Türkçeye uyarlanan Genetik Okuryazarlık Konularına Yönelik Tutum Ölçeğidir. Öğretmen adaylarının biyoteknolojiye ve genetik okuryazarlık konularına yönelik tutumları PASW 20 paket programı kullanılarak analiz edilmiştir. Öğretmen adaylarının biyoteknolojiye yönelik tutumlarının cinsiyete ve sınıf seviyesine göre değiştiği; ancak genetik okuryazarlık konularına göre tutumlarının cinsiyet ve sınıf seviyesine göre değişmediği tespit edilmiştir.
The purpose of the study is to determine the attitudes of the scientist candidates to genetic literature issues and biotechnology. The model is used in the study. The research sample in the 2018-2019 academic year was formed by 703 (567 women, 136 men) teachers candidates who are studying in the 1st, 2nd, 3rd and 4th classes of science education at the 4 state universities located in the Egean region. The study used two different data collection tools: the Biotechnology Attitude Scale developed by Öcal (2012) and the British Social Attitude Survey (2000) and the Wellcome Trust Consultive Panel on Gene Therapy (1999) scales (Sturgis vd, 2005), the Attitude Scale adapted by Cebesoy (2014) to the Genetic Reading Subjects. The attitudes of teaching candidates towards biotechnology and genetic literature subjects have been analyzed using the PASW 20 package program. It has been found that teachers’ attitudes towards biotechnology vary according to gender and class level; however, according to genetic literature issues, their attitudes do not vary according to gender and class level.
This survey study aims to investigate the attitudes of pre-service science teachers towards genetic literacy subjects and biotechnology. Participants consisted of 703 (567 female, 136 male) pre-service science teachers studying in the 1st, 2nd, 3rd and 4th years of the department of elementary science education at four state universities in the Aegean Region in the 2018-2019 academic year. The data was collected with the Biotechnology Attitude Scale developed by Öcal (2012) and Attitude Scale towards Genetic Literacy Issues, the items used in the British Social Attitude Survey (2000) and the Wellcome Trust Consultive Panel on Gene Therapy (1999) scales (Sturgis et al., 2005) and adapted into Turkish by Cebesoy (2014). The attitudes of pre-service science teachers’ towards biotechnology and genetics literacy were analyzed by using PASW 20 package program. Results showed that there was a significant difference in pre-service teachers’ attitudes towards biotechnology with respect to gender, and class level, but their attitudes towards genetics literacy topics do not change with respect to these variables.
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