FEN BİLGİSİ ÖĞRETMEN ADAYLARININ KİMYASAL TEHLİKE SEMBOLLERİNİ KAVRAMA DÜZEYLERİ VE KİMYA KAYGILARI ARASINDAKİ İLİŞKİ

Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının kimyasal tehlike sembollerini kavrama düzeyleri ile kimya kaygıları arasındaki ilişkinin belirlenmesidir. Ayrıca, araştırmada fen bilgisi öğretmen adaylarının kimyasal tehlike sembollerini kavrama ve kimya kaygı düzeylerinin cinsiyet ve sınıf düzeyine göre farklılık gösterip göstermediği de incelenmiştir. Araştırma, deneysel olmayan araştırmalardan ilişkisel araştırma deseni ile yürütülmüştür. Araştırmanın örneklemini, dört farklı üniversitenin Fen Bilgisi Öğretmenliği lisans programlarında öğrenim gören toplam 369 öğrenci oluşturmuştur. Çalışmada veri toplama aracı olarak, “Kimya Kaygı Ölçeği” ve “Kimyasal Tehlike Sembollerini Bilme, Algı ve Farkındalık Düzeylerini Belirleme Anketi” kullanılmıştır. Elde edilen veriler, Mann-Whitney U testi, KruskalWallis testi ve Spearman sıra farkları korelasyon analizi tekniklerinden faydalanılarak analiz edilmiştir. Çalışma sonucunda kız ve erkek öğrenciler arasında kimyasal tehlike sembollerini kavrama düzeyleri açısından kız öğrenciler lehine istatistiksel olarak anlamlı bir farklılık belirlenmiştir. Ayrıca kimya kaygısında sınıf düzeylerine göre anlamlı bir farklılığın olduğu da tespit edilmiştir. Diğer taraftan katılımcıların tehlike sembollerini kavrama düzeyi ile kimya kaygıları arasında istatistiksel olarak anlamlı bir farklılık olduğu da belirlenmiştir.

THE RELATIONSHIP BETWEEN SCIENCE TEACHER CANDIDATES’ LEVEL OF UNDERSTANDING THE CHEMICAL HAZARD SYMBOLS AND THEIR ANXIETY TOWARDS CHEMISTRY

This study aims to identify the relationship between science teacher candidates’ level of understanding the chemical hazard symbols and their anxiety towards chemistry. It also aims to analyze whether science teacher candidates’ levels of understanding the chemical hazard symbols and anxiety towards chemistry differ according to gender and grade. This study was conducted by the use of an correlational research design chosen from among non-experimental research designs. The research sample involved 369 students, who were studying Department of Science Teacher Education at the 1st, 2nd, 3rd and 4th grade at four different universities. The ‘Chemistry Anxiety Scale’ and the ‘Questionnaire on Identifying the Levels of Recognition, Perception and Awareness for Chemical Hazard Symbols’ were used as data collection tools. Mann-Whitney U test, Kruskal-Wallis test and Spearman’s correlation analysis techniques were used for the data analysis. As a result of the study, a statistically significant difference was observed between male and female students in favor of female students with respect to the level of understanding the chemical hazard symbols. In addition there was a significant difference in participants chemistry anxiety according to grade level. On the other hand there was a significant difference between participant levels of understanding the chemical hazard symbols, and their anxiety towards chemistry.

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