Cover Image

Secondary School Students' Knowledge and Views on Laboratory Safety

Belkız Caymaz

Abstract


Laboratory studies are very important for science education but also involve various risks. It is possible to minimize these risks by providing a safe working environment. This study aims to determine the knowledge and views of secondary school students on laboratory safety and to identify their deficiencies in this regard. The survey method was used in the study. The study sample consists of 136 students from 6th, 7th, and 8th-grade students of a public secondary school in Kastamonu Province, Turkey. An open-ended questionnaire was used to determine the students' knowledge and views on the subject, and the data obtained were analyzed by the content analysis method. As a result of the study, it was seen that although secondary school students have some general information about laboratory safety, they have deficiencies in terms of most of the information. It was determined that students do not know most of the behaviors that must/must not be made in the laboratory, and they are not aware of some of the safety symbols in the science textbooks. In addition, most of the students stated that they don't feel competent about laboratory safety and need training on this subject.

References


Alaimo, P. J., Langenhan, J. M., Tanner, M. J., & Ferrenberg, S. M. (2010). Safety teams: An approach to engage students in laboratory safety. Journal of Chemical Education, 87(8), 856-861.

Anılan, B. (2010). The recognition level of the students of science education about the hazard symbols of chemicals (Case of ESOGU, Eskisehir). ProcediaSocial and Behavioral Sciences, 2(2), 4092-4097.

Ateş, İ., & Özarslan, M. (2013). Üstün zekalı ve yetenekli öğrencilerin fen bilimleri laboratuvar çalışmalarındaki güvenlik önlemleri ile ilgili görüşleri [The opinions of gifted and talented students about security measures in science laboratory studies]. Journal of Educational Science, 2(3), 42-49.

Aydın, S., Diken, E. H., Yel, M., & Yılmaz, M. (2011). Fen ve teknoloji ile biyoloji öğretmen adaylarının laboratuvar güvenliği hakkındaki bilgi düzeylerinin belirlenmesi [Determining the science and technology and biology teacher candidates' knowledge levels about laboratory safety]. Journal of Gazi Education Faculty, 31(2), 583-604.

Aydoğdu, C., & Şırahane T. (2012). The opinions of science and technology teacher candidates about the causes of accidents in the laboratory. X. National Science and Mathematics Education Congress, Niğde University, 27-30 June, Niğde.

Aydoğdu, C., & Yardımcı, E. (2013). İlköğretim fen laboratuvarlarında meydana gelen kazalar ve öğretmenlerin geliştirebilecekleri davranış tarzları [Accidents that occur in primary education science laboratories and behaviors that teachers can develop]. Hacettepe University Journal of Education Faculty, 44, 52-60.

Aydoğdu, C., & Pekbay, C. (2016). Sınıf öğretmen adaylarının laboratuvarlarda yaşanan kazaların nedenlerine yönelik görüşleri [The opinions of the classroom teacher candidates about the causes of the accidents in the laboratories]. Journal of Education Science and Technology Research, 1(2), 103-112.

Aydoğdu, C. (2018). Historical development of laboratory in the elementary school science program in Turkey. M. Shelley & S. A. Kıray (Eds.), Education Research Highlights in Mathematics, Science and Technology (pp. 141-174). Iowa: ISRES Publishing.

Bayraktar, Ş., Erten, S., & Aydoğdu, C. (2006). Fen ve teknoloji öğretiminde laboratuvarın önemi ve deneyler [The importance of the laboratory and experiments in science and technology teaching]. M. Bahar (Editor), Science and technology teaching (pp. 219-248). Ankara: Pegem A Publishing.

Böyük, U., Demir, S., & Erol, M. (2010). Fen ve teknoloji dersi öğretmenlerinin laboratuvar çalışmalarına yönelik yeterlik görüşlerinin farklı değişkenlere göre incelenmesi [Examination of science and technology lesson teachers' efficacy opinions on laboratory studies according to different variables]. TUBAV Journal of Science, 3(4), 342-349.

Can, Ş., Aksay, E. Ç., & Orhan, T. Y. (2015). Investigation of pre-service science teachers’ attitudes towards laboratory safety. Procedia-Social and Behavioral Sciences, 174, 3131-3136.

Canel, M. (2002). Laboratuvar güvenliği [Laboratory safety]. Ankara University, Faculty of Science, Revolving fund business publications, No:26, Ankara.

Çepni, S. (2012). Araştırma ve proje çalışmalarına Giriş (6. Baskı) [Introduction to research and project work (6th Edition)]. Trabzon: Celepler Publishing.

Demir, E. (2016). Fen laboratuvarlarının fiziki şartlarının ve fen bilimleri öğretmenlerinin laboratuvar güvenliği konusundaki bilgi düzeylerinin araştırılması [Investigation of the physical conditions of science laboratories and science teachers' knowledge level about laboratory safety]. Master Thesis, Gazi University, Ankara.

Deniz, V., & Ercan-Kalkan, M. (2013). Laboratuvar kazaları [Laboratory accidents]. Retrieved on 08.10.2020 https://www.isgturkiye.com/konu/laboratuvar-kazalari.3551/

Derman, M., & Çakmak, M. (2016). Biyoloji öğrencilerinin laboratuvar güvenliği konusundaki görüşlerinin incelenmesi [Examination of biology students' opinions on laboratory safety]. Bartın University Journal of Education Faculty, 5(1), 178-187.

Emendu, N. B. (2007). The status of safety precaution and adequacy of equipment in chemistry laboratories in senior secondary schools in Anambra State. In The Nigerian Academic Forum: A Multidisciplinary Journal, 12, 84-89.

Ezrailson, C. M. (2013). Danger in the school science lab: Are students at risk? Proceedings of the South Dakota Academy of Science, 92, 149-164.

Gerlovich, J., Parsa, R., & Jordan, L. (2004). The 2003 status of science safety in Tennessee secondary schools. Journal of the Tennessee Academy of Science, 79(4), 83-90.

Gökmen, A., & Atmaca, S. (2019). Öğretmen adaylarının laboratuvar güvenlik işaretleri konusundaki farkındalıkları [Pre-service teachers' awareness of laboratory safety signs]. Journal of Education and Social Research, 6(2), 426-442.

Hackling, M., Goodrum, D., & Rennie, L. (2001). The state of science in Australian secondary schools. Australian Sciences Teachers’ Journal, 47(4), 12-17.

Hamurcu, H. (1998). Fen derslerinde güvenlik [Safety in science classes]. Hacettepe University Journal of Education Faculty, 14(14), 29-32.

Hasenekoğlu, İ. (2003). Laboratuvar güvenliği (2-3) [Laboratory safety (2-3)]. Erzurum: Kazım Karabekir Education Faculty Publications.

Hill, R. H., & Finster, D. C. (2010). Laboratory safety for chemistry students. New Jersey: John Wiley & Sons Publishing.

Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70, 33- 40.

Hofstein, A., & Lunetta, V.N. (2004). The Laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.

Karaca A, Uluçınar Ş., & Cansaran A. (2006). Fen bilgisi eğitiminde laboratuvarda karşılaşılan güçlüklerin saptanması [Determining the difficulties encountered in the laboratory in science education]. Journal of National Education, 35(170), 250-259.

Karasar, N. (2004). Bilimsel araştırma yöntemi (13. baskı) [Scientific research method (13th edition)]. Ankara: Nobel Publishing.

Kerimak-Öner, M. N. (2020). Kimya eğitiminde laboratuvar güvenliği kültürünün yerleştirilmesi [Placement of laboratory safety culture in chemistry education]. ISG Academic, 2(1), 15-25.

Kırbaşlar, F.G, Özsoy-Güneş, Z., & Derelioğlu, Y. (2010). Fen bilgisi öğretmen adaylarının laboratuvar güvenliği konusuna yönelik düşünce ve bilgi düzeylerinin araştırılması [Investigation of pre-service science teachers' level of thought and knowledge on laboratory safety.]. Journal of Gazi Education Faculty, 30(3), 801-818.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.

Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. European journal of science education. Los Angeles: Sage Puplication, Thousand Oaks.

Muhammad, R. (2017). Assessing the laboratory safety and security skills among science, technology and mathematics (STM) teachers in Sokoto State, Nigeria. American Journal of Education and Learning, 1(2), 62-68.

Nakiboğlu C., & Sarıkaya, Ş. (1999). Orta öğretim kurumlarında kimya derslerinde görevli öğretmenlerin laboratuvardan yararlanma durumlarının değerlendirilmesi [Evaluation of the use of laboratory by teachers working in chemistry lessons in secondary education institutions]. Journal of Buca Education Faculty, 11, 395- 405.

Nwele, C. N. (2013). Extent of availability of safety instruments/equipment in science laboratories in secondary schools in Ebonyi State of Nigeria. Academic Journal of Interdisciplinary Studies, 2(10), 131-136.

Singer, S. R., Hilton, M. L., & Schweingruber, H. A. (2006). America’s lab report: Investigations in high school science. Committee on high school science laboratories: Role and vision. Washington D.C.: National Research Council, National Academies Press.

Stepenuck, S. (2002). Material safety data sheets. NEACT Journal, 21(1), 28-32.

Tavşancıl, E., & Aslan, A. E. (2001). İçerik analizi ve uygulama örnekleri [Content analysis and application examples]. Istanbul: Epsilon Publishing.

Tekbıyık, A., & Tepe, M. (2017). Türkiye’de 2001-2017 yılları arasında yaşanan laboratuvar ve deney kazalarının değerlendirilmesi [Evaluation of laboratory experiments and accidents that occurred between the years of 2001-2017 in Turkey]. International Journal of Innovative Approaches in Education, 1(1), 11-20.

Tepe, M., & Tekbıyık (2019). Ortaokul fen bilimleri ders kitaplarının deney ve etkinlik güvenliği bakımından değerlendirilmesi [Evaluation of secondary school science textbooks in terms of experiment and effectiveness safety]. Journal of National Education, 48(1), 223-240.

Topsakal, S. (2006). Eğitim fakülteleri sınıf ve fen bilgisi bölümü öğrencileri ile sınıf ve fen bilgisi öğretmenleri için ilköğretim 6. 7. ve 8. sınıflar fen ve teknoloji öğretimi [Primary 6th, 7th and 8th grades science and technology education for students of education faculties, classroom and science departments, and classroom and science teachers]. Ankara: Nobel Publishing.

Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). Fen bilimleri laboratuvar uygulamalarının değerlendirilmesi [Evaluation of science laboratory applications]. Turkish Journal of Educational Sciences, 2(4), 465- 475.

West, S. S., Westerlund, J. F., Stephenson, A. L., Nelson, N. C., & Nyland, C. K. (2003). Safety in science classrooms: what research and best practice say. In The Educational Forum, 67(2), 174-183.

Yazıcı, E.K., & Özmen, H. (2015). Fen ve teknoloji öğretim programında yer alan deney ve etkinliklerin uygulanabilirliğine ilişkin öğretmen görüşleri [Teachers' views on the applicability of the experiments and activities in the science and technology curriculum]. Amasya University Journal of Education Faculty, 4(1), 92-117.

Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.

Yılmaz, A. (2005). Lise 1 kimya ders kitabındaki bazı deneylerde kullanılan kimyasalların tehlikeli özelliklerine yönelik öğrencilerin bilgi düzeyleri ve öneriler [Students' knowledge levels and recommendations regarding the dangerous properties of chemicals used in some experiments in the high school 1 chemistry textbook]. Hacettepe University Journal of Education Faculty, 28, 226-235.




DOI: https://doi.org/10.17509/jsl.v4i3.30752

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2021 Belkız Caymaz

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Website: http://www.upi.edu
Email: jslearning@upi.edu