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    ATTITUDES, KNOWLEDGE, BEHAVIOUR OF FIRST-YEAR BIOLOGY AND PHYSICS EDUCATION STUDENTS PERTAINING TO THE ENVIRONMENT
    (SCIBULCOM LTD, 2013) Dalbudak, T.; Oztas, F.; Oztas, H.
    In this study, it was aimed to investigate whether there exist differences between the attitudes and behaviour of first-year biology education and physics education students towards the environment. It was investigated whether there were differences between the attitudes and behaviour of first-year biology education students, who had been enrolled in the program in 2011-2012, towards the environment and those of first-year physics education students, who were thought to have different (positive/negative) environmental attitudes and behaviour. Findings were analysed using statistical methods, which led to the conclusion that there are differences between the environmental attitudes and behaviour of the 2 groups (p < 0.05). It was determined that biology education students were more conscious than physics education students for environmental discussion issues. It is thus possible to argue that these differences had been the main factor behind their selection of different branches of science.
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    In Secondary School Pupils Alternative Views About Inorganic Substances and Their Metabolic Effect in Cells
    (Sila Science, 2012) Gokmenoglu, R.; Oztas, F.; Kalipci, E.; Gokler, I.; Oztas, H.; Ozay, E.
    The aim of this study has been designated detection of misconceptions in secondary school biology text book (9th Grade) about inorganic substances available in cells and their cellular functions. It is well known that students' misconceptions about biological subject and their analysis's are vital important for biology education in secondary school biology education. Previous studies have been shown that pre-knowledge of pupils about vitality and related subjects make difficult their understanding and comment new biological subjects. Also it makes difficult understanding basic functions of inorganic substances that they play an important role in cells metabolism. For this, this study has been focused on detection of misconceptions on secondary school biology text book (9th Grade) subject about inorganic substances in cells and their cellular functions. The space of research has been restricted with Private Enderun Secondary School located in central part of Konya Province. Totally, forty students have been attended to research that a questionnaire included two step ten questions with closed and open ended has been applied. The results have been analyzed according to statistically. The findings have been shown that pupils have some misconceptions about basic properties of inorganic substances available in cells and their functions. It has been detected that some pupils accepted the inorganic substance as an energy sources for cells. Also they mostly did not realized catalyst roles in cell metabolism. Although the carbon dioxide has been accepted by pupils as an inorganic substance, they were short of explain reasons. Another dilemma of students were did not explain connections organic and inorganic substances in cell metabolism.
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    SCHOOL STUDENTS DILEMA ABOUT ENVIRONMENTAL RULES AND ATTITUDES. DO THEY REALY FEEL RESPONSIBILITY FOR THE ENVIRONMENT?
    (SCIBULCOM LTD, 2014) Oztas, F.; Tanriverdi, H.; Oztas, H.
    The aim of present study was to determine the 10th grade high school students attitudes and behaviours towards the environment. The research data were collected via a questionnaire from 242 students who are in 10th grade in high school. The findings of current study have shown that the students have some incorrect alternative views about global warming; mostly they have defect knowledge about global warming. Findings show that it is a necessity for environment education to be re-designed in a way which will include individuals and society consumption features. In order to reach a success in solving environmental problems, it is a must for students at all levels to be educated for the environment and environmental values. It is not only enough for students to know biologically-oriented environmental pollution and environmental values, but also it is necessary for students to know physical and chemical problems.