Amaç: Bu çalışmada, fen bilimleri öğretmenlerinin, biyoteknoloji ve genetik mühendisliği konusundaki bilgi düzeyleri ile cinsiyetleri, mezun oldukları fakülte, mesleki kıdemleri ve biyoteknoloji dersi alma durumları arasında bir ilişki olup olmadığı araştırılmıştır. Yöntem: Tanımlayıcı ve kesitsel olarak tasarlanan çalışmanın örneklemini Malatya il Merkezinde görev yapmakta olan 58 fen bilimleri öğretmeni oluşturmaktadır. Öğretmenlerin, bilgi düzeylerini ölçmek için, tarafımızdan güvenirlik ve kapsam geçerliliği analizi yapılmış bilgi testi ve bazı demografik özellikleri belirlemeye yönelik bir ölçek kullanılmıştır. Bulgular: Sonuçlarımıza göre; fen bilimleri öğretmenlerinin biyoteknoloji/genetik mühendisliği konusundaki bilgi düzeyleri ile cinsiyetleri, mezun oldukları fakülte, mesleki deneyimleri ve biyoteknoloji dersi alma durumları arasında anlamlı bir farklılık bulunmamıştır. Ancak, öğretmenlerin yarısından fazlası bilgi testinde bulunan genetik mühendisliği, genetiği değiştirilmiş organizmalar, klonlama ve insan genom projesi konularına ilişkin 8 soruyu doğru cevaplayamamıştır. Sonuçlar ve Öneriler: Sonuçlarımıza göre, fen bilimleri öğretmenleri biyoteknoloji alanındaki güncel gelişmeleri takip etmiyorlar ve bu problemi çözmek için alan uzmanları tarafından bir hizmet-içi eğitime tabi tutulmaları önerilebilir.
Purpose: The purpose of this study, it has been investigated whether there is significant difference between the knowledge level of science teachers on biotechnology/genetic engineering applications their gender, their field of graduation, duration of experience and taking biotechnology courses. Design & Methodology: The research method was descriptive and crosssectional. The sample of research was 58 science teachers in Malatya. Data collection instruments were researcher made valid and reliable questionnaire which was used to assess demographic information, knowledge level of science teachers. Findings: According to the analysis, there is no significant difference between the knowledge level on biotechnology/genetic engineering and the gender, the field of graduation, duration of experience and taking biotechnology courses was found. But, more than half of the science teachers participating in this study did not correctly answer 8 questions of the knowledge test. These questions that were answered incorrectly were mostly related to genetic engineering, genetic modified organisms, cloning and human genome project. Implications & Suggestions: The results show that science teachers do not follow current developments and this problem needs to be solved. This problem can be solved by providing in-service training by field specialists.
Purpose: The aim of this study, it has been investigated whether there is significant difference between the knowledge level of science teachers on biotechnology/genetic engineering applications their gender, their field of graduation, duration of experience and taking biotechnology courses. Design & Methodology: The research method was descriptive and crosssectional. The sample of research were 58 science teachers in Malatya. Data collection instruments were researcher made valid and reliable questionnaire which was used to assess demographic information, knowledge level of science teachers. Findings: According to the analysis, there is no significant difference between the knowledge level on biotechnology/genetic engineeering and the gender, the their field of graduation, duration of experience and taking biotechnology courses was found. But, more than half of the science teachers participating in this study did not correctly answer 8 questions of the knowledge test. These questions that were answered incorrectly were mostly related to genetic engineering, genetic modified organisms, cloning and human genome project. Implications & Suggestions: The results show that science teachers do not follow current developments and this problem needs to be solved. This problem can be solved by providing in-service training by field specialists.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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