Preservice science teachers' metaphors and visual images on genetically modified organisms (GMO)

In this study the aim is to determine the metaphors and visual images on genetically modified organisms (GMO) of preservice science teachers. In this study phenomenology method is employed in scope of the qualitative research model. Study group is comprised of 189 preservice teachers studying in science fields (biology, physics, chemistry, science) at Dicle University, Faculty of Education in the spring semester of 2016-2017 academic year. The form used for data collection in scope of the study is comprised of two sections. In the first section the preservice teachers are asked to fill in the query "GMO is like ……… because ………", and in the second section they are asked to "please draw what GMO reminds you." The data collected in this scope was analysed with frequency (f) and percentage (%) calculations and the results derived from these analyses were listed in tables. It is determined that among the 189 preservice teachers 150 valid metaphors were generated, while 39 were invalid. The metaphors gathered with the query posed in the first section of the data collection means were grouped under 6 categories according to their similarities and common characteristics as follows: "1. Visual or structural transformation; 2. Having hazardous effect while seems benefical; 3. Having hazardous effects; 4. Having late emerging hazardous effects; 5. Having both beneficial and hazardous effects; 6. Having beneficial effects." The largest number of metaphors are found in the visual or structural transformation category with a value of f=51, while the smallest number of metaphors are found in the having beneficial effects category with a value of f=6. When the drawings are examined in second section of the data collection means, it is determined there are 128 valid visual images, while 61 visual images were invalid due to being unsuitable for the purpose or being left blank. The visual images drawn by preservice teachers were grouped under 5 categories according to their similar and common characteristics as follows: "1. Visual or structural transformation; 2. Having hazardous effect while seems benefical; 3. Having hazardous effects; 4. Having both beneficial and hazardous effects; 5. Having beneficial effects." When the drawings are examined it is determined that the largest number of drawings is found in the visual or structural transformation category with 90 visual images, while the smallest number of drawings is found in the having beneficial effects category with 1 visual image. The having late emerging hazardous effects category found among the metaphor categories is not found among these visual image categories since there is not drawing supporting this category among the drawings. In result of the study it is determined that a large number of preservice teachers have negative perceptions on GMO concept as well as some misconceptions. Keywords: Genetically modified organisms (GMO), Metaphor, Visual Image