Knowledge, attitudes, risk perceptions and self-centered thoughts of science and primary school teacher candidates regarding genetically modified organisms (GMO)

This research aimed to determine the risk perception, knowledge, attitude and egocentric thinking levels of science and classroom teacher candidates regarding genetically modified organisms (GMOs). In the study, a descriptive survey model, one of the quantitative research models, was used to reveal the students' thoughts. The study group of the research consists of a total of 235 science and classroom teacher candidates studying at SDÜ Faculty of Education in 2021-2022. Personal Information Scale, GMO Foods Risk Perception Scale, GMO Foods Knowledge Test, GMO Foods Attitude Scale and Egocentric Approval Survey were used as data collection tools in the study. The data obtained was analyzed using the SPSS package program. In the analysis of the data, frequency (f), percentage (%), cross-table analysis, kurtosis and skewness values were calculated to determine whether the differences between groups were normally distributed. Score averages were analyzed with Independent Groups t-Test in terms of department and gender variables; In terms of class and settlement variables, single-factor intergroup ANOVA test was analyzed with Scheffe post hoc test. Our study results show that most of the teacher candidates are related to GMOs; It was concluded that their risk perception was high, their knowledge level was insufficient, their attitudes were negative and their self-centered thoughts changed depending on the situation. It has been concluded that even though they have negative thoughts about GMOs, their negative thoughts can turn into positive thoughts when it comes to health, but they tend to maintain negative thoughts when it comes to transfer from a religiously unsuitable living creature. As a result of the study, it was suggested that the teaching about GMOs should be deepened in the science teaching curriculum, and that current socio-scientific issues, and especially the subject of GMOs, should be added to the classroom teaching curriculum, so that teachers, who will teach science courses and raise adult individuals such as tomorrow's politicians and bureaucrats, can receive education in accordance with the requirements of the age we live in.