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Fen Bilimleri Öğretmen Adaylarının Okyanuslar Hakkındaki Kavram Yanılgılarının Belirlenmesi

Yıl 2025, Cilt: 8 Sayı: 2, 187 - 213, 31.05.2025

Emine Çil , Elif Gökçen , Işıl İren

Öz

Okyanus, en genel tanımı ile bir gezegenin hidrosferinin çoğunu oluşturan birbirine bağlı tuzlu su kütleleridir. Gezegenimizin %70’ni kaplayan okyanuslar çeşitli canlılara ev sahipliği yapan ekosistemlerdir. Okyanuslar, iklim ve hava olaylarını etkiler, besin zinciri ve madde döngülerinin örneğin karbon, su ve oksijen döngüsü gibi bir parçasını oluşturur. Bütün bu sebeplerden dolayı okyanuslar dünyadaki yaşam üzerinde önemli rol oynar. Literatürde okyanuslar hakkında insanların zihinlerinde çok çeşitli kavram yanılgıları olabileceği rapor edilmektedir. Bu çalışmada, fen bilimleri öğretmen adaylarının okyanuslar hakkında kavram yanılgılarının tespit edilmesi amaçlanmıştır. Nitel araştırma yaklaşımının benimsendiği çalışma durum çalışması deseni ile yürütülmüştür. Çalışmaya 2023-2024 eğitim-öğretim yılında Türkiye’nin Ege Bölgesi'nde bir devlet üniversitesinde öğrenim gören 87 öğrenci katılmıştır. Çalışmanın verileri iki aşamalı teşhis testi ile toplanmıştır. Verilerin analizinde katılımcıların yanıtları kategorize edilmiş, her bir kategori için frekans ve yüzde hesaplanmıştır. Çalışmanın bulgularına dayalı olarak, fen bilimleri öğretmen adaylarının okyanuslar hakkında çeşitli kavram yanılgılarına sahip oldukları söylenebilir. Fen bilimleri öğretmen adaylarının daha çok okyanusların coğrafik/batimetrik özellikleri, okyanus organizmalarından olan fitoplanktonlar ve zooplanktonlar, okyanus memelerinden olan balinalar hakkında kavram yanılgılarına sahip oldukları söylenebilir. Ayrıca çoğu öğretmen adayının okyanuslar hakkında bilgi eksikliklerinin olduğu sonucuna ulaşılabilir. Öğretmen adaylarının okyanus kirliliği hakkında nispeten daha çok bilimsel açıklamalara sahip oldukları söylenebilir. Fen bilimleri öğretmen adaylarının okyanuslar hakkında kavram yanılgılarının tespit edildiği ve bu yanılgıların giderilmesi için öğretimsel müdahalelerin tasarlandığı çalışmaların yapılması önerilebilir.

Anahtar Kelimeler

okyanus kavram yanılgısı fen bilimleri öğretmen adayları

Teşekkür

Bu çalışmanın özeti 4-7 Eylül 2024 tarihinde Edirne’de gerçekleştirilen 16. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK-2024) kapsamında özet bildiri olarak sunulmuştur.

Kaynakça

  • Aziz, S. & Akram, M. (2022). Diagnosis of Misconceptions in Biology Part ofGeneral Science Book: A Case Study of Primary School Students. Pakistan Journal of Social Research, 4(4), 800-808.
  • Brody, M. J. (1996) An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources. The Journal of Environmental Education, 27(3), 21-27. DOI: 10.1080/00958964.1996.9941463
  • Centro de Estudos do Mar Brasileiro, [CEMBRA]. (2019). O Brasil e o mar no século XXI: Relatório aos tomadores de decisão do país (2nd ed.). BHMN.
  • Chang, C. C., Tsai, L. T., & Meliana, D. (2023). The concept of ocean sustainability in high school: Measuring the ocean literacy of vocational high school students in Indonesia. Sustainability, 15(2), 1043. https://doi.org/10.3390/su15021043
  • Cosby, A. G., Lebakula, V., Smith, C. N., Wanik, D. W., Bergene, K., Rose, A. N., Swanson, D., & Bloom, D. E. (2024). Accelerating growth of human coastal populations at the global and continent levels: 2000–2018. Scientific Reports, 14(1), Article Number 22489 https://doi.org/10.1038/s41598-024-73287-x
  • Creswell,J. W. (2013). Qualitative Inquiry and Research Design: Choosing among five approaches. Third Editon SAGE Publication, Inc
  • Çalık, M., Ayas, A., Coll, R. K., Ünal, S., & Coştu, B. (2007a). Investigating the Effectiveness of a Constructivist-based Teaching Model on Student Understanding of the Dissolution of Gases in Liquid. Journal of Science Education and Technology, 16(3), 257-270 DOI: 10.1007/s10956-006-9040-4.
  • Çalık, M., Ayas, A., & Coll, R. (2007b). Enhancing Pre-Service Elementary Teachers’ Conceptual Understandıng of Solution Chemistry with Conceptual Change Text. International Journal of Science and Mathematics Education, 5, 1-28.
  • Danielson, K. I. & Tanner, K. D. (2015). Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification. CBE—Life Sciences Education, 14, 1-11.
  • Derin Denizlerin Gizemi. (nd.) Land Rover. 21.05.2024 tarihinde https://www.landrover.com.tr/explore-land-rover/one-life-blog/above-beyond/derin-denizlerin-gizemi adresinden alındı.
  • Feller, R. J. (2007). 110 misconceptions about the ocean. Oceanography 20, 170–173. doi: 10.5670/oceanog.2007.22.
  • Garrison, T. (2002). Oceanography: An Invitation to Marine Science, 4th ed. Brooks/Cole, Conneticut, United States.
  • Gelcich, S., Buckley, P., Pinnegar, J.K., Chilvers, J., Lorenzoni, I., Terry, G., Guerrero, M., Castilla, J.C., Valdebenito, A. and Duarte, C.M. (2014). Public Awareness, Concerns, and Priorities about Anthropogenic Impacts on Marine Environments. Proceedings of the National Academy of Sciences of the United States of America 111 (42), 15042–47. https://doi.org/10.1073/pnas.1417344111
  • Görecek Baybars, M. (2018). Fen bilimleri öğretmenlerinin iş konusundaki alternatif kavramlarının ve kökenlerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (3), 1474-1493.
  • Guest, H., Lotze, H. K., & Wallace, D. (2015). Youth and the sea: Ocean literacy in Nova Scotia, Canada. Marina Policy, 58, 98-107. https://doi.org/10.1016/j.marpol.2015.04.007
  • Guzzetti, B., J. (2000). Learning Counter-Intuitive Science Concepts: What Hava We Learned from over Decade of Research?, Reading & Writing Quarterly, 16, 89–98.
  • Halpern, B. S., Walbridge, S., Selkoe, K. A., Kappel, C. V., Micheli, F., D'Agrosa, C., ... & Watson, R. (2008). A global map of human impact on marine ecosystems. Science, 319(5865), 948-952.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research, 1(2), 31-39. DOI: 10.5703/128828431463
  • Intergovernmental Panel on Climate Change [IPCC], (2007). Climate Change 2007: Synthesis Report https://www.ipcc.ch/site/assets/uploads/2018/02/ar4_syr_full_report.pdf
  • Isabelle, A., Milham, R., & Cunha, T. (2014). Moving Ahead with Alternate Conceptions. Science Scope, 38(1), 69-77.
  • Kaltakci-Gurel, D., Eryilmaz, A. & McDermott, L. C. (2017) Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education, 35(2), 238-260, DOI: 10.1080/02635143.2017.1310094.
  • Karataş, F. Ö., Köse, S., & Coştu, B. (2003). Öğrenci Yanılgılarını Ve Anlama Düzeylerini Belirlemede Kullanılan İki Aşamalı Testler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 54-69.
  • Kideys, A.E. (2022). Karadeniz Ekosisteminin Düşüşü ve Yükselişi. Science, 297 (5586), 1482-1484. https://doi.org/10.1126/science.1073002
  • Leitao, R. (2021). “Gamification and Ocean Literacy in Early Secondary Education”. PhD Dissertation Loughborough University. https://doi.org/10.26174/thesis.lboro.14237885.v1
  • Lin, Y-L., Wu, L-Y., Tsai, L-T., &Chang, C-C. (2020). The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy. Sustainability, 12, 7115; doi:10.3390/su12177115
  • Liu, W., Carr, R. L., & Strobel, J. (2009). Extending Teacher Professional Development through an Online Learning Community: A Case Study. Journal of Educational Technology. Development and Exchange, 2(1) Article 7. DOI: 10.18785/jetde.0201.07.
  • Lwo, L.S., Chang, C.C., Tung, Y.P., & Yang, W.C. (2013). Marine science literacy and misconceptions among senior high school students. Journal of Research in Education Sciences, 58(3), 51–83. DOI: 10.6209/JORIES.2013
  • Madaiton, N., Tomaquin, M.E., Visitacion, E.J., Villaver, J.R., Malingin, J.M., Nacua, S., Acut, D. & Picardal, M. (2022). Conceptual change framework of instruction (CCFI): an instructional model in teaching eclipses. Journal of Turkish Science Education, 19(2), 622-640.
  • McCracken-Heywood, N. (2020). Overcoming misconceptions about the oceans. Big Blue Ocean Cleanup. https://www.bigblueoceancleanup.org/news/2020/12/9/overcoming-misconceptions-about-the-oceans
  • McKinley, G. A., Fay, A. R., Eddebbar, Y. A., Gloege, L., & Lovenduski, N. S. (2020). External forcing explains recent decadal variability of the ocean carbon sink. Agu Advances, 1(2), e2019AV000149.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Merriam, S. B. (2009). Qualitative Research A Guide to Design and Implementation. Third EditionSan Francisco: Jossey-Bass.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis : an expanded sourcebook. (2nd Edition). Calif. : SAGE Publications.
  • Milli Eğitim Bakanlığı (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanlığı. https://mufredat.meb.gov.tr/Dosyalar/201812312311937FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Milli Eğitim Bakanlığı (2024). Fen Bilimleri Dersi Öğretim Programı (3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanlığı.
  • Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M.T. (2019). Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region. Frontiers in Marine Science, 6, Aticle 396. doi: 10.3389/fmars.2019.00396.
  • Moser, S. (1994). Using Storybooks To Teach Science Themes. Reading Horizons. A Journal of Literacy and Language Arts, 35(2), 138-150. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol35/iss2/4
  • Next Generation Science Standards (2013). Next generation science standards: For states, by states. The National Academies Press. Washington, DC.
  • Østern, T. P., Bichao, H., Preston, C., Ardelan, M. V., Kumarswamy, M. G., Martin, R., ... & Gonzalez, M. A. G. (2023). Water education, ocean literacy and arts integration: A literature review in an interdisciplinary team. Nordic Journal of Art & Research, 12(2), 1-25.
  • Öztürk, S. (1997). Denizlerde konum belirleme ve harita kullanımı. (Yayın No. 26479) İstanbul Üniversitesi. https://nek.istanbul.edu.tr/ekos/TEZ/26479.pdf
  • Öztürk-Akar, E. (2016). Pre-Service Science Teachers’ Conceptions of Systematics and Taxonomy. Journal of Turkish Science Education, 13(2), 37-48. doi: 10.12973/tused.10166a
  • Pazoto, C. E., Duarte, M. R., & Silva, E. P. (2023). Ocean literacy in Brazilian formal education: A tool for participative coastal management. Australian Journal of Environmental Education, 39(4), 507-521.
  • Putland, J., Hoeberechts, M., Pelz, M., Hudson, L., Tolmie, C., & Carrasquilla, M. (2021). Including the Ocean in Formal K-12 Climate Education: Assessment of a Lesson for Middle and High School Students. Canadian Journal of Environmental Education (CJEE), 24(1), 189-212.
  • Realdon, G., Mogias, A., Fabris, S., Candussio, G., Invernizzi, C., & Paris, E. (2019). Assessing Ocean Literacy in a sample of Italian primary and middle school students, Rendiconti Online della Società Geologica Italiana, 49, 107-112. https://doi.org/10.3301/ROL.2019.59.
  • Steel, B. S., Smith, C., Opsommer, L., Curiel, S., & Warner-Steel, R. (2005). Public ocean literacy in the United States. Ocean & Coastal Management, 48(2), 97-114.
  • Suping, S., M. (2003). Conceptual Change among Students in Science, ERIC Clearinghouse for Science Mathematics and Environmental Education, Columbus, OH.
  • Sverdrup, KA. & Armbrust, EV. (2008). The History of Oceanography. An Introduction to the World’s Oceans, 10. Edition, McGraw-Hill Education, s.1-25.
  • Treagust, D. F. & Chandrasegaran, A. L. (2007). The Taiwan National Science Concept Learning Study in an International Perspective. International Journal of Science Education, 29(4), 391–403.
  • Tsai, C.-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an analogy activity. Journal of Science Education and Technology, 8, 83–91.
  • United Nations. (2015). Framework Convention on Climate Change. https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf

Identifying The Misconceptions of Pre-Service Science Teachers About Oceans

Yıl 2025, Cilt: 8 Sayı: 2, 187 - 213, 31.05.2025

Emine Çil , Elif Gökçen , Işıl İren

Öz

An ocean, in its broadest definition, is a connected body of saltwater that constitutes the majority of a planet’s hydrosphere. Covering 70% of our planet, oceans serve as ecosystems that host a diverse range of living organisms. Oceans affect climate and weather patterns and are part of the food chain and matter cycles, such as the carbon, water, and oxygen cycles. For all these reasons, oceans play an important role in life on Earth. In the literature, it has been reported that people may have a wide range of misconceptions about oceans. This study aims to identify the misconceptions of pre-service science teachers about oceans. The study, adopting a qualitative research approach, was conducted through a case study design. A total of 87 students from a public university in Turkey’s Aegean Region participated in the 2023-2024 academic year. The data for the study were collected through a two-stage diagnostic test. In the analysis of the data, participants’ responses were categorized, and the frequency and percentage for each category were calculated. Based on the findings of the study, it can be stated that pre-service science teachers have various misconceptions about oceans. It can be stated that pre-service science teachers hold misconceptions particularly about the geographical/ bathymetric features of oceans, as well as marine organisms such as phytoplankton, zooplankton, and mammals like whales. It can also be concluded that most of the pre-service teachers have gaps in their knowledge about oceans. However, it can be said that they provide relatively more scientifically explanations regarding ocean pollution. It is recommended that studies should be conducted to identify misconceptions about oceans and instructional interventions should be designed to address them.

Anahtar Kelimeler

ocean misconceptions pre service science teacher

Kaynakça

  • Aziz, S. & Akram, M. (2022). Diagnosis of Misconceptions in Biology Part ofGeneral Science Book: A Case Study of Primary School Students. Pakistan Journal of Social Research, 4(4), 800-808.
  • Brody, M. J. (1996) An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources. The Journal of Environmental Education, 27(3), 21-27. DOI: 10.1080/00958964.1996.9941463
  • Centro de Estudos do Mar Brasileiro, [CEMBRA]. (2019). O Brasil e o mar no século XXI: Relatório aos tomadores de decisão do país (2nd ed.). BHMN.
  • Chang, C. C., Tsai, L. T., & Meliana, D. (2023). The concept of ocean sustainability in high school: Measuring the ocean literacy of vocational high school students in Indonesia. Sustainability, 15(2), 1043. https://doi.org/10.3390/su15021043
  • Cosby, A. G., Lebakula, V., Smith, C. N., Wanik, D. W., Bergene, K., Rose, A. N., Swanson, D., & Bloom, D. E. (2024). Accelerating growth of human coastal populations at the global and continent levels: 2000–2018. Scientific Reports, 14(1), Article Number 22489 https://doi.org/10.1038/s41598-024-73287-x
  • Creswell,J. W. (2013). Qualitative Inquiry and Research Design: Choosing among five approaches. Third Editon SAGE Publication, Inc
  • Çalık, M., Ayas, A., Coll, R. K., Ünal, S., & Coştu, B. (2007a). Investigating the Effectiveness of a Constructivist-based Teaching Model on Student Understanding of the Dissolution of Gases in Liquid. Journal of Science Education and Technology, 16(3), 257-270 DOI: 10.1007/s10956-006-9040-4.
  • Çalık, M., Ayas, A., & Coll, R. (2007b). Enhancing Pre-Service Elementary Teachers’ Conceptual Understandıng of Solution Chemistry with Conceptual Change Text. International Journal of Science and Mathematics Education, 5, 1-28.
  • Danielson, K. I. & Tanner, K. D. (2015). Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification. CBE—Life Sciences Education, 14, 1-11.
  • Derin Denizlerin Gizemi. (nd.) Land Rover. 21.05.2024 tarihinde https://www.landrover.com.tr/explore-land-rover/one-life-blog/above-beyond/derin-denizlerin-gizemi adresinden alındı.
  • Feller, R. J. (2007). 110 misconceptions about the ocean. Oceanography 20, 170–173. doi: 10.5670/oceanog.2007.22.
  • Garrison, T. (2002). Oceanography: An Invitation to Marine Science, 4th ed. Brooks/Cole, Conneticut, United States.
  • Gelcich, S., Buckley, P., Pinnegar, J.K., Chilvers, J., Lorenzoni, I., Terry, G., Guerrero, M., Castilla, J.C., Valdebenito, A. and Duarte, C.M. (2014). Public Awareness, Concerns, and Priorities about Anthropogenic Impacts on Marine Environments. Proceedings of the National Academy of Sciences of the United States of America 111 (42), 15042–47. https://doi.org/10.1073/pnas.1417344111
  • Görecek Baybars, M. (2018). Fen bilimleri öğretmenlerinin iş konusundaki alternatif kavramlarının ve kökenlerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (3), 1474-1493.
  • Guest, H., Lotze, H. K., & Wallace, D. (2015). Youth and the sea: Ocean literacy in Nova Scotia, Canada. Marina Policy, 58, 98-107. https://doi.org/10.1016/j.marpol.2015.04.007
  • Guzzetti, B., J. (2000). Learning Counter-Intuitive Science Concepts: What Hava We Learned from over Decade of Research?, Reading & Writing Quarterly, 16, 89–98.
  • Halpern, B. S., Walbridge, S., Selkoe, K. A., Kappel, C. V., Micheli, F., D'Agrosa, C., ... & Watson, R. (2008). A global map of human impact on marine ecosystems. Science, 319(5865), 948-952.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research, 1(2), 31-39. DOI: 10.5703/128828431463
  • Intergovernmental Panel on Climate Change [IPCC], (2007). Climate Change 2007: Synthesis Report https://www.ipcc.ch/site/assets/uploads/2018/02/ar4_syr_full_report.pdf
  • Isabelle, A., Milham, R., & Cunha, T. (2014). Moving Ahead with Alternate Conceptions. Science Scope, 38(1), 69-77.
  • Kaltakci-Gurel, D., Eryilmaz, A. & McDermott, L. C. (2017) Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education, 35(2), 238-260, DOI: 10.1080/02635143.2017.1310094.
  • Karataş, F. Ö., Köse, S., & Coştu, B. (2003). Öğrenci Yanılgılarını Ve Anlama Düzeylerini Belirlemede Kullanılan İki Aşamalı Testler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 54-69.
  • Kideys, A.E. (2022). Karadeniz Ekosisteminin Düşüşü ve Yükselişi. Science, 297 (5586), 1482-1484. https://doi.org/10.1126/science.1073002
  • Leitao, R. (2021). “Gamification and Ocean Literacy in Early Secondary Education”. PhD Dissertation Loughborough University. https://doi.org/10.26174/thesis.lboro.14237885.v1
  • Lin, Y-L., Wu, L-Y., Tsai, L-T., &Chang, C-C. (2020). The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy. Sustainability, 12, 7115; doi:10.3390/su12177115
  • Liu, W., Carr, R. L., & Strobel, J. (2009). Extending Teacher Professional Development through an Online Learning Community: A Case Study. Journal of Educational Technology. Development and Exchange, 2(1) Article 7. DOI: 10.18785/jetde.0201.07.
  • Lwo, L.S., Chang, C.C., Tung, Y.P., & Yang, W.C. (2013). Marine science literacy and misconceptions among senior high school students. Journal of Research in Education Sciences, 58(3), 51–83. DOI: 10.6209/JORIES.2013
  • Madaiton, N., Tomaquin, M.E., Visitacion, E.J., Villaver, J.R., Malingin, J.M., Nacua, S., Acut, D. & Picardal, M. (2022). Conceptual change framework of instruction (CCFI): an instructional model in teaching eclipses. Journal of Turkish Science Education, 19(2), 622-640.
  • McCracken-Heywood, N. (2020). Overcoming misconceptions about the oceans. Big Blue Ocean Cleanup. https://www.bigblueoceancleanup.org/news/2020/12/9/overcoming-misconceptions-about-the-oceans
  • McKinley, G. A., Fay, A. R., Eddebbar, Y. A., Gloege, L., & Lovenduski, N. S. (2020). External forcing explains recent decadal variability of the ocean carbon sink. Agu Advances, 1(2), e2019AV000149.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Merriam, S. B. (2009). Qualitative Research A Guide to Design and Implementation. Third EditionSan Francisco: Jossey-Bass.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis : an expanded sourcebook. (2nd Edition). Calif. : SAGE Publications.
  • Milli Eğitim Bakanlığı (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanlığı. https://mufredat.meb.gov.tr/Dosyalar/201812312311937FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Milli Eğitim Bakanlığı (2024). Fen Bilimleri Dersi Öğretim Programı (3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanlığı.
  • Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M.T. (2019). Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region. Frontiers in Marine Science, 6, Aticle 396. doi: 10.3389/fmars.2019.00396.
  • Moser, S. (1994). Using Storybooks To Teach Science Themes. Reading Horizons. A Journal of Literacy and Language Arts, 35(2), 138-150. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol35/iss2/4
  • Next Generation Science Standards (2013). Next generation science standards: For states, by states. The National Academies Press. Washington, DC.
  • Østern, T. P., Bichao, H., Preston, C., Ardelan, M. V., Kumarswamy, M. G., Martin, R., ... & Gonzalez, M. A. G. (2023). Water education, ocean literacy and arts integration: A literature review in an interdisciplinary team. Nordic Journal of Art & Research, 12(2), 1-25.
  • Öztürk, S. (1997). Denizlerde konum belirleme ve harita kullanımı. (Yayın No. 26479) İstanbul Üniversitesi. https://nek.istanbul.edu.tr/ekos/TEZ/26479.pdf
  • Öztürk-Akar, E. (2016). Pre-Service Science Teachers’ Conceptions of Systematics and Taxonomy. Journal of Turkish Science Education, 13(2), 37-48. doi: 10.12973/tused.10166a
  • Pazoto, C. E., Duarte, M. R., & Silva, E. P. (2023). Ocean literacy in Brazilian formal education: A tool for participative coastal management. Australian Journal of Environmental Education, 39(4), 507-521.
  • Putland, J., Hoeberechts, M., Pelz, M., Hudson, L., Tolmie, C., & Carrasquilla, M. (2021). Including the Ocean in Formal K-12 Climate Education: Assessment of a Lesson for Middle and High School Students. Canadian Journal of Environmental Education (CJEE), 24(1), 189-212.
  • Realdon, G., Mogias, A., Fabris, S., Candussio, G., Invernizzi, C., & Paris, E. (2019). Assessing Ocean Literacy in a sample of Italian primary and middle school students, Rendiconti Online della Società Geologica Italiana, 49, 107-112. https://doi.org/10.3301/ROL.2019.59.
  • Steel, B. S., Smith, C., Opsommer, L., Curiel, S., & Warner-Steel, R. (2005). Public ocean literacy in the United States. Ocean & Coastal Management, 48(2), 97-114.
  • Suping, S., M. (2003). Conceptual Change among Students in Science, ERIC Clearinghouse for Science Mathematics and Environmental Education, Columbus, OH.
  • Sverdrup, KA. & Armbrust, EV. (2008). The History of Oceanography. An Introduction to the World’s Oceans, 10. Edition, McGraw-Hill Education, s.1-25.
  • Treagust, D. F. & Chandrasegaran, A. L. (2007). The Taiwan National Science Concept Learning Study in an International Perspective. International Journal of Science Education, 29(4), 391–403.
  • Tsai, C.-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an analogy activity. Journal of Science Education and Technology, 8, 83–91.
  • United Nations. (2015). Framework Convention on Climate Change. https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Fen Bilgisi Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Emine Çil 0000-0003-4069-8709

Elif Gökçen 0009-0003-9018-472X

Işıl İren 0009-0002-5781-2045

Yayımlanma Tarihi 31 Mayıs 2025
Gönderilme Tarihi 4 Mayıs 2025
Kabul Tarihi 31 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 8 Sayı: 2

Kaynak Göster

APA Çil, E., Gökçen, E., & İren, I. (2025). Fen Bilimleri Öğretmen Adaylarının Okyanuslar Hakkındaki Kavram Yanılgılarının Belirlenmesi. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 8(2), 187-213.