Preservice science teachers’ metaphors on the subject of genetically modified organisms

Research Model

The present study, which aimed to reveal the nature of preservice science teachers' metaphors regarding GMOs, was desgined using the qualitative research method. Qualitative studies are defined as studies that involve a process of revealing perceptions and phenomena in their natural environments in a realistic and holistic manner (Yıldırım & Şimşek, 2011). In this study, the phenomenology model, one of the existing qualitative research designs, was used. In this phenomenology model, the purpose was to reveal the perceptions via a specific phenomenon and to classify these perceptions into conceptual categories (Marton, 1986). For this reason, the phenomenology method was employed to determine the meanings given by the preservice science teachers to the concept of GMOs and to reveal their perceptions regarding this topic.

Study Group

The study group was made up of preservice teachers from the fields of science (e.g., chemistry, physics, biology and science) who were part of the education faculty of a state university during the spring term of the academic year of 2016 to 2017. The study group included preservice teachers from the first, second, third, and fifth class years in the department of Biology Education; from the first, second, and fifth class years in the department of Chemistry Education; from the third and fifth class years in the department of Physics Education; and from the first, second, third, and fourth class years in the department of Science Education. There were no preservice teachers from the fourth class year in Biology Education; from the third and fourth class years in Chemistry Education; or from the first, second, and fourth class years in Physics Education involved in this research. In the study, while determining the study group, the criteria sampling method, one of the purposeful sampling methods, was used. The participants in the study were determined to be science preservice teachers because they were more appropriate to the research purpose, because GMOs is a subject taught more intensively in the fields of science and because science teachers' perceptions regarding GMOs are more likely to have an influence on the perceptions and opinions of their current and future students.

Table 1 presents the frequencies (f) and percentages (%) regarding the science preservice teachers participating in the study with respect to the variables of department and gender.

Table 1. Distribution of the preservice teachers who make up the study group with respect to certain variables

Department of the Preservice Teachers	f	%	Female	Male
Science Education	96	50.79	81	15
Biology Education	43	22.75	33	10
Chemistry Education	25	13.23	21	4
Physics Education	25	13.23	21	4
Total	189		156	33

Data Collection Tool

For the development of the data collection tool used in the present study, other research efforts on metaphors were reviewed (Derman, 2013; Ekici, 2016; Gedikli, 2014; Karaşahinoğlu, 2015; Tatar and Murat, 2011; Uyanık, 2012; Uzunkol, 2012; Yapıcı, 2015; Yücel Cengiz, 2016) and, based on these studies, the data collection tool was developed in line with the views of faculty members from the department of Biology Education and considering the opinions of experts in the field of measurement and evaluation. The form prepared included questions regarding personal information about the included preservice teachers such as their department, class year, and gender. In the form, the open-ended question ('GMO is like …………. because ………….') was presented to the preservice teachers with a request for them to supply what they deemed to be appropriate metaphors. In order to let the participants justify their metaphors, the word 'because' was included in the statement.

Data Analysis

The research data collected in the study were analysed using the content analysis method. The basic purpose of content analysis is to identifty the concepts and relationships in order to explain the data collected. Of note, the concepts and themes that appear unrecognizable in descriptive analysis can be identified more easily here, since these concepts and themes are subjected to a more in-depth procedure in content analysis (Yıldırım & Şimşek, 2011).

While analysing the data, the phases followed were (1) coding/eliminating, (2) classification, (3) category development, (4) ensuring validity and reliability, and (5) transferring the data into the computer.

Phase of Coding / Elimination: In this phase, first, each form filled in by each participant was coded and numbered as P1, P2, P3, and so on, and the metaphors produced by the participants were examined. Forms that did not serve the purpose of this study as well as those that had no connection with the subject and those that were incompletely filled out were not included in the data analysis. Therefore, the responses of 39 participants to the first part of the form were excluded, as these participants failed to report metaphors that were appropriate to the research purpose. Consequently, a total of 150 metaphors were found to be appropriate.

Phase of Classification: When the 150 metaphors found appropriate were examined, it was seen that 117 of them were different metaphors. These metaphors were grouped according to their similarities and differences.

Phase of Category Development: In this phase, the groups formed were associated with a theme in accordance with their similar features, and categories were formed. Considering the similar features of the metaphors determined, the metaphors were stratified within six different categories, as follows: 'causing changes in appearance or structure', 'having harmful effects,, 'having beneficial effects', having harmful effects though seemingly beneficial ones at first glance', 'having both beneficial and harmful effects,, and 'having harmful effects that occur over time.'

Phase of Ensuring Validity and Reliability: In this phase, for reliability issues, a field expert was asked for their views in order to determine whether the metaphors separated into the six conceptual categories obtained in the study each cohesively represented a clear conceptual category. As a result, considering the consensus and disagreement between the expert and the researcher, the reliability was calculated as 0.93 using the formula put forward by Miles and Huberman (1994).

Phase of Data Transfer into the Computer Environment: After all of the data were transferred into the computer environment, the frequencies (f) and percentages (%) were calculated and presented in tables.