Akademik Veri Yönetim Sistemi
3rd International Conference On Lifelong Learning And Leadership For All, Porto, Portekiz, 12 - 14 Eylül 2017, ss.184, (Özet Bildiri)
Experimental animals are used in various areas but the need to use these animals especially for educational purposes is still a controversial issue. Therefore, in this study it was searched what pre-service science teachers think about the use of experimental animals for educational and scientific purposes and how effective their values and beliefs on shaping their ideas. The study group consists of thirty-eight 2nd, 3rd, and 4th grade volunteer pre-service science teachers studying at Department of Elementary Science Education of a university in Black Sea Region of Turkey in 2015-2016 academic year. Semistructured interview forms developed and verified by three professional science educators one of which has Certificate of Experimental Animal Use was used in the study. Three Wistar rats was obtained from the Experimental Animal Application and Research Centre of the university and also the part of experimental procedure was fulfilled in the same center. Before the experimental process with pre-service science teachers, semi-structured forms were used as a pre-test. Following the pre-test, a theoretical two hour course on how and why experimental animals are used was given and then, the study group was taken to the Experimental Animals Application and Research Center. The procedures of experimental animal dissection were performed by professionals and academic members working in this center. Pre-service science teachers were divided into three groups in order to follow the procedures better and a four hour experimental process was performed. In this process, dissections of each rat were carried out by narrating and pre-service science teachers watching the implementation were given an opportunity to examine rats’ organs and systems closely by handing out dissection sets to them. Meanwhile, a discussion platform with professionals was created and problematic issues were solved. After the implementation, interview questions were reapplied as a post-test to pre-service science teachers. The results of the study showed that pre-service science teachers reported positive opinions for having experience, raising individual awareness and consciousness prior to the implementation intended for the use of experimental animals for educational purposes. Following the implementation, positive opinions for the use of experimental animals for educational purposes still existed and in addition to the reasons prior to the implementation, pre-service science teachers also expressed that it contributed to the retention and interpretation of academic knowledge. Besides, it was observed that positive opinions regarding the use of alternative teaching methods (animation, video etc.) also appeared. When their opinions on using experimental animals for scientific purposes were examined, it was observed that the common tendency of pre-service science teachers was positive providing following the ethical rules and performing under the observation of professionals. Furthermore, it was seen that pre-service science teachers are compromised after asking to evaluate the use of experimental animals according to their own values and beliefs. The main reasons for this situation were having an opinion of supporting the use of animals for scientific purposes while having more negative opinions within the context of their own values and beliefs, and that the cognitive structure of pre-service science teachers and the structure their belief systems created do not support each other and serious mental instability and dilemma occurs in them.