Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1562 1567

1877-0428 2013 The Authors. Published by Elsevier Ltd.

Selection and/or peer-review under responsibility of Academic World Education and Research Center.
doi: 10.1016/j.sbspro.2014.01.435
ScienceDirect
5
th
World Conference on Educational Sciences - WCES 2013

The Prospective Science Teachers Perceptions of Biodiversity

A. Nesibe KKLKAYA
a
*, Eda DEMRHAN
b
, enol BEOLUK
c


a
Lecturer, Gazi University, Ankara 06500, Turkey
b
Research Assistant, Sakarya University Sakarya, 54300, Turkey

C
Assoc. Prof. Dr., Sakarya University, Sakarya, 54300, Turkey
Abstract
This descriptive study aims to determine the perceptions of the prospective science teachers about biological
diversity with a field trip organized to Abant Natural Park in Bolu/Turkey. Turkey is one of the most important
countries having the richest biological diversity in Europe and Middle East. Sample of the study consists of 20
prospective science teachers. A field trip is organized for the research with five activities. The data were collected
via five open ended questions and analyzed by qualitative method. According to the results of the study prospective
science teachers should be educated about biodiversity.

1. Introduction
Biological diversity of a country is a part of the worlds heritage. E. O. Wilson first used the biodiversity concept
in the literature in 1988, but the term of biological diversity from which it arose had been developing since the
nineteenth century and continues to be widely used (Colwell, 2009). Biodiversity term was also used in the Earth
Summit held in 1992 in Rio (Keating, 1993). There are many kinds of definitions that have been devised for
biodiversity, but only three main categories will be considered in this study. First one is genetic diversity, which
refers to the diversity of genes within a single specie as well as between species. The other is taxonomic diversity,
based of course on the different taxa contained within an ecosystem. The final is functional diversity, which
recognizes the variety of roles that different organisms play in the ecosystem (Silvert, 2006). Biodiversity at the
broader scale of community or ecosystem variation is also critically important to the Nations (Turner, 2007)..
Turkey is one of the most important countries having the richest biological diversity in Europe and Middle East.
The current decline in biodiversity is largely the result of human activity and represents a serious threat to human
development. In spite of the efforts to conserve the worlds biological diversity, its depletion has continued (UNEP,

*
Corresponding Author: A. Nesibe Koklkaya. Tell.: +u9u- (312) 202 81 09
F-moil oJJress: akoklukayasakaiya.euu.ti

Available online at www.sciencedirect.com
2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center.
Keywords:biological diversity,natural park, prospective sceince teacher, perception
1563 A. Nesibe Kklkaya et al. / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1562 1567
2000). Despite raising environmental problems, Turkey is among one of the very few countries that retained most of
its natural structure. To save the biodiversity, societys awareness of biodiversity should be raised. Therefore in
literature there are many researches conducted on biodiversity and education (Gayford, 2000; Lindemann-Matthies,
2002; St. Marthe, 2003; Derviolu, Soran, 2006; Yrek, 2006; Aydn, Seer & Yavuz, 2007; Flash Eurobarometer,
2007; Yrek, Aydn, Uulu, Doan, 2008; Karauz, 2009; Uzun, zsoy& Kele, 2010; Campos, 2011; akmak,
Grbz, Oral, 2011; Ramadoss, Poyya Moli, 2011; elikkol, Soran, 2012). Everybody who lives in the world
depends on natural ecosystems to provide the resources for a healthy and secured life (Millennium Development
Goal (MDG), 2010). In earth Summit held in Rio 1982, countries declared that one of the important challenge are
the improvement of education and public awareness of the value of biodiversity (UNEP, 2000). Also the German
National Strategy on Biological Diversity (BMU, 2007) offers that students should get personal touch with nature
(Benkowitz, Khler, 2010). Wilson (2002) said that the world is in danger about biodiversity. And students must be
educated about biodiversity (Colker, 2004). Teaching about animals and about biodiversity in general should give a
preference to outdoor ecological settings (Killermann, 1998; Tilling, 2004;) In this sense, in current study is aimed
to determine the biodiversity perceptions of the prospective science teachers with a field trip to Abant Naturel Park
in Bolu/Turkey. Within this scope the research question is what is prospective science teachers perceptions about
biodiversity?
2. Method
In this research phenomenological method which one of the qualitative methods was used. According to the
Maxwell (1996), qualitative methods are especially suited for understanding the meaning, for participants in the
study, of the event, situations, and actions they are involved with and accounts that they give of their lives and
experiences. Phenomenological method usually aims to reveal the personal perceptions or perspectives about one
concept or phenomenon (Yldrm, imek, 2008).
2.1. Participants
This research was carried out with 10 female and 10 male prospective science teachers who are enrolling in
department of Science Education in a public university in Turkey in 2011-2012 spring semester.
2.2. Research Process
In this research, a field trip organized to Abant Naturel Park in Bolu/Turkey, in 2011-2012 spring semester within
General Biology course. Before the trip, activity plan prepared by researcher and prospective science teachers were
instructed about the aim of the trip. A field trip is organized for the research with five activities; (1) Observing living
organisms, (2) Trekking, (3) Garbage collection, (4) Collecting (kinds of plants, animals) and (5) Observing
Tourism Activities effects on environment. After the trip, a form that contains open-ended questions was given to
prospective science teachers.
2.3. Data Collection
The data were collected via open-ended questions which are;
1. Do you have any journal/journals that you follow-on monthly/yearly about environment/nature? If you have any
please explain and if you dont have please explain why not. 2. Why there are so many types of living organisms?
Please explain 3. What does biological diversity mean to you? Please explain. 4.How do you decide that the living
organisms are important or unimportant 5. What do you think about the place of human beings in all living
organisms?
2.4. Data Analysis
The data which was collected via open-ended questions were analyzed with content analysis method. According
to the content analysis process steps, every word, sentence or paragraph were coded. In this research firstly codes
were defined from the sentences. After the coding stage, related codes were combined in themes. Lastly themes
1564 A. Nesibe Kklkaya et al. / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1562 1567
were reviewed by the researcher. Also for internal reliability and validity, prospective science teachers answers
were given in findings.
3. Findings
The findings of the research are presented below.
1. Do you have any journal/journals that you follow-on monthly/yearly about environment/nature? If you have
any please explain and if you dont have please explain why not. Themes obtained from this question are presented
below.
Table 1. The reasons of the first questions


I
f

y
e
s

Journal names
National Geographic F
4
, F
10

Science and Technology Journal/ Science and Child Journal F
1
, F
7
, F
8
,/ F
1

Atlas Journal F
2
, F
10


I
f

n
o

What is the reason
Economic conditions/Insufficient advertisement M
3
/M
3
, M
8

Habit/Fecklessness/No attention M
3
/M
4
/ M
5
, M
9
, F
6
, F
9

Reading from internet/Reading from newspaper M
6
, M
7
, F
3
, F
5
/ M
7

Learning from television/Unnecessary/No time M
7
, M
10
/ M
8
/F
6


Prospective science teachers who do not affiliated to a nature/environment journal presented reasons related to
economic conditions, insufficient advertisement, habit, fecklessness, no attention, reading from internet, reading
from newspaper, learning from television, unnecessary, no time. On the other hand, prospective science teachers
indicated that they are affiliated to journals named National Geographic, Science and Technology Journal, Science
and Child Journal, Atlas Journal. One of the answers given is no, I am reading articles via internet. I think
journals are unnecessary. (F
5
)
Why there are so many types of living organisms? Themes obtained from answers are given in Table 2.
Table 2. Results of the Second question

In your mind, why there are so many types of living organisms?
Themes Codes (f)
Scientific answers
Ecological balance F
3
, F
5
, F
9
, M
2
, M
3
, M
6
, M
8
7
Mutation/ Meiosis/Evolutionary F
7
, M
5
/F
6
/F
7
/F
8
5
Climatic/Earth conditions/ Genetic F
7
, F
10
/F
7
, F
10
4
Unscientific answers
Everyone has a task F
2
, F
5
, M
1
, M
3
, M
7
5
Necessity/ Energy current F
3
/M
5
2

The answers of the question about why there are so many types of living organisms are combined in two themes.
Prospective science teachers provided either scientific (f=16) or unscientific (f=7) explanations. The mention from
the answers is given It cannot be explained only by genetic variety. All living organisms are in contact with each
other to get the balance of the energy flow. All living organisms are connecting with each other. (M
5
).
What does biological diversity means to you, please explain? One of the answers given is in Table 3.

Table 3. Results of the third question

What does biological diversity means to you, please explain?
Themes Codes (f)
Variety
Genetic variety/ Numerical variety M
4
, M
5
/M
6
, M
8
,F
3
5
Unknown species F
10
1
Living things Animal/ Plant/All alive F
1
/F
1
/F
2
,F
7
, M
9
5
Non-living things
Sea/ Mountain/Air pollution
Climate change
F
1
/F
1
/F
9

F
9

3
1
1565 A. Nesibe Kklkaya et al. / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1562 1567

According to the answers of the prospective science teachers, about the biodiversity is combined in three themes.
Prospective science teachers indicated that biodiversity is related to variety (f=6), living thing (f=5) and non-living
things (f=4). One of the answers given is Biodiversity is natural substance. In the environment if number of plant
species increase, the animal species will increase too. (F
5
).
How do you decide that a living organism is important or unimportant? Prospective science teachers answers
are given in Table 4.
Table 4. Results of the fourth question

How do you decide that the living organism is important or unimportant?
Themes Codes (f)
Significant answer
All living organisms are important M
3
, M
7
, F
1
, F
2
, F
3
, F
4
, F
5
, F
6
, F
8
9
Benefit/damage relations
To benefit/damage to people M
6
, M
10
, F
7
, F
10
4
To benefit/damage to the environment M
5
, M
10
, F
7
, F
10
4
Influence to the ecosystem M
9
1
Its role in life By its task/Ecological act M
1
, M
4
, F
7
/M
2
, M
8
5
In reference to interaction Food chain/ Food pyramid M
1
,/F
9
2

According to the answers of the prospective science teachers, they decide that the living organism is important or
unimportant from its role in life (f=5), in reference to interaction (f=2) and benefit/damage relations (f=9). Also the
majority of the prospective science teachers indicated that there isnt any living organism that could be identified as
unimportant in nature (f=9). One of the answers given is all the living organisms are important. In the world
every living organisms born, do its duty and die (M
3
).

What do you think about the place of human being in all living organisms? Prospective science teachers answers
are given in Table 5.
Table 5. Results of the fifth question

What do you think about the place of human being in all living organisms?
Themes Codes (f)
Center of the world
Excellent living organism M
1
, M
3
, M
6
, M
9
, F
4
, F
9
6
Worlds existing reason M
3
, F
1
2
Cognitive skill
Self-control/Brainy/ Consideration M
1
, M
2
, F
4
/F
5
, F
7
, F
9
, F
10
/M
4
, F
7
, M
10
, F
9
11
Ability of expressing/ Logic M
10
/M
4
, M
7
3
Necessary For natural balance/Consumer F
2
M
5
2

The answers of the prospective science teachers about the place of human being in all living organisms are
combined in three themes. They indicated that, the human being has a cognitive skill (f=14) and it is necessary for
the whole world (f=5) and human being is center of the world (f=8). One of the answers given is The most
important factor that separates the people from other living organisms is self-control ability (M
2
)
4. Conclusion
According to the aim of the research five questions were asked about biodiversity to the prospective science
teachers. First question is about nature/environmental journals that prospective science teachers have. Findings of
the first question were showed that students are unconcerned about nature/environment journals. Also important
result of this question is girls are more interested in nature/ environment journals than boys. Similarly, in the
literature several studies (Lwe, 1992; Ashworth, Boyes, Paton and Stanisstreet, 1995) have indicated that girls are
generally more interested in biology and are more concerned about conservation than boys (Matthies, Lindemann,
2002). Second question is Why there are so many types of living organisms? Prospective science teachers
answers showed that they explained scientifically. Then, the third question was What does biological diversity
1566 A. Nesibe Kklkaya et al. / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1562 1567
means to you? Please explain. Answers were showed that most of the prospective science teachers perceptions
were biodiversity is variety, biodiversity is living things and biodiversity is non-living things. Analyses of the
fourth question which is about characterizing the living organisms as important or unimportant. Only nine
participants indicated that all living organisms are important. Others identified living organisms as important or
unimportant about their benefit-damage situation and role in life. Furthermore, Yrek, Aydn, Uulu and Doan
(2008) indicated that students thought there were not any living organisms that could be identified as unimportant
in environment. Lastly the question What do you think about the place of human being in all living organisms?
results was showed that human being is the center of the world. According to the results of the research it is
suggested that the concept of biodiversity could be placed in educational programs widely. And there could be more
researches about awareness of biodiversity.
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