Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.30, sa.4, ss.52-66, 2015 (SSCI)
The main purpose of this study was to determine the presentation, situation and adequacy of wildlife component in secondary school biology curricula and 9, 10, 11 and 12. classes biology textbooks in terms of images and contents. To achieve this goal amphibian, reptile, bird and mammal species were identified in images in secondary school biology textbooks. Presence of statements in context related to the identified species were analysed. In addition, the name of the species whose images are given in textbooks, are investigated in terms of naming accuracy and names. Also, the texts, educational attainment and activities in textbooks and in secondary school biology curriculum were determined with regard to wildlife components. According to study results: 110 species demonstrated in 135 images in species level, 13 component in genus, family or ordo level were identified in secondary school biology curricula and textbooks. 48 mammals, 40 birds, 14 reptiles and 8 amphibians are in 110 species. The terms of species, endemic species, endemism and population were misused in textbooks and curricula. It is determined that textbooks have no standard in the naming of species and there are 79 unnamed wildlife component in textbooks. It has been determined that there are not issues directly related to wildlife in textbooks and also there are not outcomes directly related to wildlife in the curriculum. Secondary school biology curricula and textbooks need to be rearranged in the point of naming species and using of biological terms.