Akademik Veri Yönetim Sistemi
. International Conference On Agriculture, Forest, Food Acience And Technologies -ICAFOF-, Nevşehir, Türkiye, 15 - 17 Mayıs 2017, ss.379, (Özet Bildiri)
The aim of the present study is to analyze the cognitive structure of science and technology teacher candidates in the debated issues of biology through word association. In accordance with this purpose argumentative style courses were done in 2016-2017 fall academical year with 30 fourth grade candidate teachers studying at Science teaching department at a university in Western Black Sea region for 2 ours in 14 weeks within Special Issues in Biology course about socio-scientific issues. Case study, a method of qualitative ressearch, was used as it has a wholistic approach, and it provides the perception to be realized and supplies the flexibility of research design. In order to determine the perception structure of teacher candidates as to biological socio-scientific issues the WAT was used. Ten key concepts namely alternative medicine, halal food, food allergy, food additives, convenience food, genetically modified organisms (GMO), bio-diversity, bio-smuggling, food security, regarded as socio-scientific issues in biology are chosen to form the WAT. In the application, teacher candidates are asked to write down the related concepts in 30 seconds for each of the concepts. The data gathered analyzed in the context of concept networks, which reveal the relationship among concepts in cognitive structure, number and quality of answer vocabularies taken from frequency tables. It was observed that the concepts of halal food, food allergy and biomimetry are interestingly comes 20-24 interval, the first relation of halal food is with pork, food allergy is with shock, rash and diary products. In 15-16 interval the concepts of bio-diversity, GMO and food additives are included into the scheme and the vocabulary of tomatoes is related with GMO and bio-diversity is with plant. When the general scheme is taken into consideration, it can be said that all the key vocabularies occur in 5-9 interval and the fewness of the relations among the key concepts stand out.