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Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?

Year 2020, Volume: 8 Issue: 1, 96 - 106, 30.01.2020
https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m

Abstract

Öz. Bu araştırmada lise öğrencilerinin GDO’ya ilişkin bilişsel yapıları ve görüşlerinin belirlenmesi amaçlanmıştır. Araştırma nitel desende tarama modelindedir. Araştırmanın çalışma grubunu amaçlı örneklem tekniği ile seçilen ve farklı liselerde okuyan 205 öğrenci oluşturmaktadır. Veri toplama aracı olarak 3 bölümde oluşan bir form kullanılmıştır. Formun ilk bölümünde kelime ilişkilendirme testi, ikinci bölümde görüşler ve üçüncü bölümde ise çizimlerin yapılacağı kısım bulunmaktadır. Veriler içerik analizi yapılarak değerlendirilmiştir. Sonuç olarak araştırmaya katılan öğrencilerin GDO ile ilgili 1024 kavramın 5, 156 çizimin ise 5 kategoride toplandığı görülmüştür. Araştırmaya katılan öğrencilerde GDO ile ilgili kavramsal çatının tam oluşmadığı gözlenmiştir. Yapılan çizimler incelendiğinde ise en çok GDO’nun sağlığa zararları ile ilgili çizimlerin yapıldığı belirlenmiştir.

References

  • Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science Education, 333, 1096-1097.
  • Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141.
  • Brotman, J. S., Mensah, F. M., & Lesko, N. (2010). Urban high school students’ learning about HIV/AIDS in different contexts. Science Education, 95(1), 87-120.
  • Byrne, J., & Grace, M. (2010). Using a concept mapping tool with a photograph association technique (CoMPAT) to elicit children’s ideas about microbial activity. International Journal of Science Education, 32(4), 479–500.
  • Canham, M., & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20, 155–166. doi:10.1016/j.learninstruc.2009.02.014
  • Cebesoy, U.B., & Taşdere, A. (2016). Investigation Of Pre-Service Primary Teachers’ Cognitive Structures about Environmental Problems through Word Association Tests. ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, University College Dublin 22-26 August. EERA European Educational Research Association.
  • Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load. Science Education, 90, 1073–1091. doi:10.1002/sce.20164
  • Creswell, J. W. (2013). Araştırma deseni. [Research Design] (Ed. Selçuk Beşir Demir) Ankara: Egiten Kitap.
  • Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Secondary teachers’ conceptions of creative thinking within the context of environmental education. International Journal of Environmental and Science Education, 7(2), 269–290.
  • Dykstra, D. I., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual change in learning physics. Science Education. 76, 615 – 652.
  • Harrison, A. G., Grayson, D. J. & Treagust, D. F. (1999). Investigating a grade 11 student’s evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-78.
  • Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16, 416-432.
  • Knippels, M. C. P. J., Waarlo A. J., & Boersma, K. T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3), 108-112.
  • Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy, 2(2), 209-231.
  • Kostova, Z., & Radoynovska, B. (2010). Motivating students’ learning using word association test and concept maps. Bulgarian Journal of Science and Education Policy, 4(1), 62-98.
  • Lee, H.-S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: the knowledge integration perspective. Science Education, 94(4), 665–688.
  • Mason, L., Pluchino, P., & Tornatora, M. C. (2013). An eye-tracking study of learning from science text with concrete and abstract illustrations. The Journal of Experimental Education, 81, 356–384. doi:10.1080/00220973.2012.727885
  • Maskill, R., Cachapuz, A. F., & Koulaidis, V. (1997). Young pupils’ ideas about the microscopic nature of matter in three different European countries. International Journal of Science Education, 19(6), 631-645. doi: 10.1080/0950069970190602
  • Medina-Jerez, W., Kyndra V. M., & Orihuela-Rabaza, W. (2011). Using the dast-c to explore colombian and Bolivian students’ images of scientists. International Journal of Science and Mathematics Education, 9(3), 657-690.
  • Ministry of National Education of Turkey [MONE] (2013). Biyoloji Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı [Secondary Education, Curriculum of Biology Course (Grades 9th-12th)]. Retrieved from http://ttkb.meb.gov.tr/program2.aspx
  • Nyachwayaa, J. M., Mohameda, A-R., Roehriga, G. H. Woodb, N. B., Kernc, A. L., & Schneiderd, J. L. (2011). The development of an open-ended drawing tool: An alternative diagnostic tool for assessing students’ understanding of the particulate nature of matter. Chemistry Education Research and Practice, 12(2), 121-132.
  • Ozata-Yucel, E., & Ozkan, M. (2015). Determination of secondary school students’ cognitive structure, and misconception in ecological concepts through word association test. Educational Research and Reviews, 10(5), 660-674.
  • Patrick, P. G., & Tunnicliffe, S. D. (2010). Science teachers’ drawings of what is inside the human body. Journal of Biological Education, 44(2), 81-87.
  • Piaget, J. (1964). Cognitive development in children: development and learning. Journal Research in Science Teaching, 2, 176–186.
  • Posner, G. J., Strike, K. A., Hewson, P.W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211-227.
  • Rowell, A. J., Dawson, C. J., & Harry, L. (1990). Changing Misconceptions: a challenge to science education. International Journal Science Education. 12, 2, 167-175.
  • Schonborn, K.J., & Anderson, T.R. (2008). Bridging the educational research-teaching practice gap. Conceptual understanding, Part 2: Assessing and developing student knowledge. Biochemistry and Molecular Biology Education, 36(5), 372–9.
  • Tao, P. K., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer supported physics instruction. Jurnal of Research in Science Teaching. 36, 859 – 882.
  • Tripto, J., Assaraf, O. B. Z. & Amit., M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3(1), 245–258.
  • von Glasersfeld, E. (1991). A constructivist’s view of Learning and teaching. Retrieved from http://www.vonglasersfeld.com/135
  • Wagner, W., Valencia, J., & Elejabarrieta, F. (1996). Relevance, discourse and the hot stable core of social representation-A structural analysis of word association. British Journal of Social Psychology, 35, 331-351.
  • Wilson, C. D., Anderson, C. W., Heidemann, M., Merrill, J. E., Merritt, B. W., Richmond, G., Sibley, D. F., & Parker. J. M. (2006). Assessing students’ ability to trace matter in dynamic systems in cell biology. CBE-Life Sciences Education, 5(4): 323–331.

High School Students’ Cognitive Structures and Views: What is a Genetically Modified Organism?

Year 2020, Volume: 8 Issue: 1, 96 - 106, 30.01.2020
https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m

Abstract

This research aims to demonstrate high school students’ cognitive structures and views about GMOs. This research employs Phenomenology- one of the qualitative research methods. The research group was composed of 205 students attending various high schools chosen through purposeful sampling. A 3-part form was used as the data collection tool. Part one contained a word association test while part two contained views and part three contained a section for drawings. The data were evaluated with content analysis. Consequently, it was found that the participating students’ 1024 concepts about GMOs were divided into 5 categories and their 156 drawings were divided into 5 categories. It was found that conceptual framework in relation to GMO had not been formed completely in the participants. On examining the drawings, it was found that students made drawings about the harm of GMOs to health most.

References

  • Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science Education, 333, 1096-1097.
  • Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141.
  • Brotman, J. S., Mensah, F. M., & Lesko, N. (2010). Urban high school students’ learning about HIV/AIDS in different contexts. Science Education, 95(1), 87-120.
  • Byrne, J., & Grace, M. (2010). Using a concept mapping tool with a photograph association technique (CoMPAT) to elicit children’s ideas about microbial activity. International Journal of Science Education, 32(4), 479–500.
  • Canham, M., & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20, 155–166. doi:10.1016/j.learninstruc.2009.02.014
  • Cebesoy, U.B., & Taşdere, A. (2016). Investigation Of Pre-Service Primary Teachers’ Cognitive Structures about Environmental Problems through Word Association Tests. ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, University College Dublin 22-26 August. EERA European Educational Research Association.
  • Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load. Science Education, 90, 1073–1091. doi:10.1002/sce.20164
  • Creswell, J. W. (2013). Araştırma deseni. [Research Design] (Ed. Selçuk Beşir Demir) Ankara: Egiten Kitap.
  • Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Secondary teachers’ conceptions of creative thinking within the context of environmental education. International Journal of Environmental and Science Education, 7(2), 269–290.
  • Dykstra, D. I., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual change in learning physics. Science Education. 76, 615 – 652.
  • Harrison, A. G., Grayson, D. J. & Treagust, D. F. (1999). Investigating a grade 11 student’s evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-78.
  • Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16, 416-432.
  • Knippels, M. C. P. J., Waarlo A. J., & Boersma, K. T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3), 108-112.
  • Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy, 2(2), 209-231.
  • Kostova, Z., & Radoynovska, B. (2010). Motivating students’ learning using word association test and concept maps. Bulgarian Journal of Science and Education Policy, 4(1), 62-98.
  • Lee, H.-S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: the knowledge integration perspective. Science Education, 94(4), 665–688.
  • Mason, L., Pluchino, P., & Tornatora, M. C. (2013). An eye-tracking study of learning from science text with concrete and abstract illustrations. The Journal of Experimental Education, 81, 356–384. doi:10.1080/00220973.2012.727885
  • Maskill, R., Cachapuz, A. F., & Koulaidis, V. (1997). Young pupils’ ideas about the microscopic nature of matter in three different European countries. International Journal of Science Education, 19(6), 631-645. doi: 10.1080/0950069970190602
  • Medina-Jerez, W., Kyndra V. M., & Orihuela-Rabaza, W. (2011). Using the dast-c to explore colombian and Bolivian students’ images of scientists. International Journal of Science and Mathematics Education, 9(3), 657-690.
  • Ministry of National Education of Turkey [MONE] (2013). Biyoloji Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı [Secondary Education, Curriculum of Biology Course (Grades 9th-12th)]. Retrieved from http://ttkb.meb.gov.tr/program2.aspx
  • Nyachwayaa, J. M., Mohameda, A-R., Roehriga, G. H. Woodb, N. B., Kernc, A. L., & Schneiderd, J. L. (2011). The development of an open-ended drawing tool: An alternative diagnostic tool for assessing students’ understanding of the particulate nature of matter. Chemistry Education Research and Practice, 12(2), 121-132.
  • Ozata-Yucel, E., & Ozkan, M. (2015). Determination of secondary school students’ cognitive structure, and misconception in ecological concepts through word association test. Educational Research and Reviews, 10(5), 660-674.
  • Patrick, P. G., & Tunnicliffe, S. D. (2010). Science teachers’ drawings of what is inside the human body. Journal of Biological Education, 44(2), 81-87.
  • Piaget, J. (1964). Cognitive development in children: development and learning. Journal Research in Science Teaching, 2, 176–186.
  • Posner, G. J., Strike, K. A., Hewson, P.W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211-227.
  • Rowell, A. J., Dawson, C. J., & Harry, L. (1990). Changing Misconceptions: a challenge to science education. International Journal Science Education. 12, 2, 167-175.
  • Schonborn, K.J., & Anderson, T.R. (2008). Bridging the educational research-teaching practice gap. Conceptual understanding, Part 2: Assessing and developing student knowledge. Biochemistry and Molecular Biology Education, 36(5), 372–9.
  • Tao, P. K., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer supported physics instruction. Jurnal of Research in Science Teaching. 36, 859 – 882.
  • Tripto, J., Assaraf, O. B. Z. & Amit., M. (2013). Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking. American Journal of Operations Research, 3(1), 245–258.
  • von Glasersfeld, E. (1991). A constructivist’s view of Learning and teaching. Retrieved from http://www.vonglasersfeld.com/135
  • Wagner, W., Valencia, J., & Elejabarrieta, F. (1996). Relevance, discourse and the hot stable core of social representation-A structural analysis of word association. British Journal of Social Psychology, 35, 331-351.
  • Wilson, C. D., Anderson, C. W., Heidemann, M., Merrill, J. E., Merritt, B. W., Richmond, G., Sibley, D. F., & Parker. J. M. (2006). Assessing students’ ability to trace matter in dynamic systems in cell biology. CBE-Life Sciences Education, 5(4): 323–331.
There are 32 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Cem Gerçek This is me 0000-0002-7744-3825

Publication Date January 30, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Gerçek, C. (2020). Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 96-106. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m
AMA Gerçek C. Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?. Derginin Amacı ve Kapsamı. January 2020;8(1):96-106. doi:10.14689/issn.2148-2624.1.8c.1s.5m
Chicago Gerçek, Cem. “Lise Öğrencilerinin Bilişsel Yapıları Ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?”. Eğitimde Nitel Araştırmalar Dergisi 8, no. 1 (January 2020): 96-106. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m.
EndNote Gerçek C (January 1, 2020) Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?. Eğitimde Nitel Araştırmalar Dergisi 8 1 96–106.
IEEE C. Gerçek, “Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?”, Derginin Amacı ve Kapsamı, vol. 8, no. 1, pp. 96–106, 2020, doi: 10.14689/issn.2148-2624.1.8c.1s.5m.
ISNAD Gerçek, Cem. “Lise Öğrencilerinin Bilişsel Yapıları Ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?”. Eğitimde Nitel Araştırmalar Dergisi 8/1 (January 2020), 96-106. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m.
JAMA Gerçek C. Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?. Derginin Amacı ve Kapsamı. 2020;8:96–106.
MLA Gerçek, Cem. “Lise Öğrencilerinin Bilişsel Yapıları Ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?”. Eğitimde Nitel Araştırmalar Dergisi, vol. 8, no. 1, 2020, pp. 96-106, doi:10.14689/issn.2148-2624.1.8c.1s.5m.
Vancouver Gerçek C. Lise Öğrencilerinin Bilişsel Yapıları ve Görüşleri: Genetiği Değiştirilmiş Organizma Nedir?. Derginin Amacı ve Kapsamı. 2020;8(1):96-106.