Preservice science teachers' metaphors on the subject of genetically modified organisms

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dc.contributor.authorYapici İ.Ü.
dc.contributor.authorErtaş Karaaslan Z.
dc.date.accessioned2024-04-24T18:46:21Z
dc.date.available2024-04-24T18:46:21Z
dc.date.issued2018
dc.departmentDicle Üniversitesien_US
dc.description.abstractThe present study aimed to evaluate the use of metaphors by preservice science teachers on the subject of genetically modified organisms (GMOs). In the study, a phenomenology method was employed in the scope of a qualitative research model. The study group was composed of 189 preservice teachers who were employed in various science fields (e.g., biology, physics, chemistry, science) at a state university during the spring semester of the 2016 to 2017 academic year. In the form used for data collection, the preservice teachers were asked to fill in the following query: 'GMO is like ……… because ………'. The data collected in this scope were analysed with frequency (f) and percentage (%) calculations and the results derived from these analyses were listed in tables. It was determined that, among the 189 preservice teachers, 150 valid metaphors were generated, while 39 were invalid. The metaphors gathered with the query posed in the first section of the data collection process were grouped into six categories according to their similarities and common characteristics, as follows: Causing changes in appearance or structure; having harmful effects; having beneficial effects; having harmful effects though seemingly beneficial ones at first glance; having both beneficial and harmful effects; and having harmful effects that occur over time. The largest number of metaphors was found in the 'causing changes in appearance or structure' category, with a value of f = 51, while the smallest number of metaphors was found in the 'having beneficial effects' category, with a value of f = 6. From this study, it was determined that a large number of preservice teachers have negative perceptions as well as some misconceptions of the concept of GMOs. © 2018, The Education University of Hong Kong. All rights reserved.en_US
dc.identifier.issn1609-4913
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85074326853
dc.identifier.scopusqualityQ4
dc.identifier.urihttps://hdl.handle.net/11468/25169
dc.identifier.volume19en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherThe Education University of Hong Kongen_US
dc.relation.ispartofAsia-Pacific Forum on Science Learning and Teaching
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGenetically Modified Organism (Gmo)en_US
dc.subjectMetaphoren_US
dc.subjectPreservice Science Teachersen_US
dc.titlePreservice science teachers' metaphors on the subject of genetically modified organismsen_US
dc.titlePreservice science teachers' metaphors on the subject of genetically modified organisms
dc.typeArticleen_US

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