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FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FERMENTASYON KONUSUNDAKİ YANLIŞ ÖĞRENMELERİNİN ARAŞTIRILMASINA YÖNELİK BİR ÇALIŞMA

Year 2009, Volume: 36 Issue: 36, 158 - 168, 01.06.2009

Gülay F Kırbaşlar Çiğdem Çingil Barış Muammer Ünal Muammer Ünal

Keywords

fermentasyon solunum yanlış öğrenme

References

  • Amir, R. & Tamir, P. (1994). In dept analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher, 56, 94-100.
  • Anderson, C. W. & Smith, E. L. (1987). Teaching Science. In V. Richardson-Koehler (Eds.), Educators’ handbook: A research perspective (pp. 84-111). White Plains, NY: Longman.
  • Anderson, C. W., Sheldon, T. H. & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching. 27, 761-776.
  • Ausubel, D. (1963). Educational psychology: A cognitive view, New York: Holt, Rinehart, and Winston.
  • Ayas, A., Çepni, S., Johnson, D. & Turgut, M. F. (1997). Kimya öğretimi. Ankara: YÖK/Dünya Bankası, Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Oğretmen Eğitimi Yaymlaı'ı.
  • Başar, V. (1992). Ortaokullar İçin Uygulamalı (Projeli) Fizik (Fen) Öğretimi-Ödevleri-Sergi ve Yarışmaları, MEB Yayınlan, İstanbul.
  • Bozan, M. & Küçüközer, H. (2007). Elementary school students’ errors in solving problems related to pressure subjects. Elementary Education Online, 6(l), 24-34.
  • Bromby, M. (1979). Problems in leanıing the concept of natural selection. Journal of Biological Education, 13, 110-122.
  • Bromby, M. (1984). Misconceptions about the concept of natural selection. Science Education, 68, 493-503.
  • Brown, C. R. (1990). Some misconceptions in meiosis shown by students responding to an advanced level practical examination question in biology. Journal of Biological Education, 24, 182-187.
  • Brooks, M. G. & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, November, 18-24.
  • Canpolat, N. (2006). Turkish undergraduates’ misconceptions of evaporation, evaporation rate, and vapour pressure. International Journal of Science Education, 28, 1757-1770.
  • Cavello, A. M. L. & Schafer, L. E. (1994). Relationship between Students’ meaningful learning orientation and their understanding of genetic topics. Journal of Research in Science Teaching, 31, 228-232.
  • Chambers, S. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
  • Cho, H., Kahle, J. B. & Nordland, F. H. (1985). An investigation of high school textbooks as source of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707-719.
  • Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW., School of Education Studies, The University of New South Wales, Australia, URL: http:/lwww.uog.edulcoeled451/tI-IEORY/LoadTheoryl.pdf.
  • Çakıcı, Y. (2005). Exploring turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27, 79—100.
  • çetin, E. T. (1983). Endüstriyel Mikrobiyoloji. İstanbul : İ. Ü. Tıp Fak. Vakfı-BAYDA Yayıncıhk,
  • Driver, R. & Easley, J. (1978). Pupils and paradigms; a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
  • Driver, R. & Erickson, G. (1983). Theories in action: Some theoretical and empirical issues in the study of Students’ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Ebenezer, J. V. & Fraser, M. D. (2001). First year chemical engineering students’ conception of energy in solution processes: Phenomenographic categories for common knowledge construction. Science Education, 85, 509—535.
  • Fisher, K. M. & Lipson, J. I. (1986). Twenty questions about student errors. Journal of Research in Science Teaching, 23(9), 783- 803.
  • Friedler, Y., Amir, R. & Tamir, P. (1987). High school students’ difŞculties in understanding osmosis. International Journal of Science Education, 9, 541-551.
  • Gagatsis, A. & Kyriakides, L. (2000). Teachers’ attitudes towards their pupils’ mathematical errors. Educational Research and Evaluation, 6(1), 24-58.
  • Gilbert, J. K., Osborne, P. J. & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66, 623-633.
  • Graham, L.E., Graham, J .M. & Wilcox, L.W. (2004). (Ed: K. Işık). Bitki Biyolojisi, Ankara: Palme yayıncılık,
  • Griffiths, A. K. & Grant, B. A. C. (1985). High school students understanding of food webs: Identification of learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22, 421-436.
  • Griffiths, A. K. & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
  • Holt, B. G. (1991). Science with young children. Washington: National Association For The Education of Young Children.
  • Kaçar, B., Katkat, V. & Öztürk, Ş. (2006). Bitki fizyolojisi, Ankara: Nobel yay1n dağıtım,
  • Kadıoğlu, A. & Kaya, Y. (2005). Genel Botanik, Trabzon: Esen Ofset Matbaacılık.
  • Kadıoğlu, A. (2007). Bitki Fizyolojisi, Esen Trabzon: Ofset Matbaacıhk.
  • Kaptan, F. & Korkmaz, H. (2001). Fen Eğitiminde Probleme Dayalı Öğrenme Yaklaşınu, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 185-192.
  • Keton, W. T. & Gould, J. L. (Ed: A. Demirsoy, İ. Türkan, E. Gündüz). (2003). Genel Biyoloji I. Palme Yaymcılık, Ankara.
  • Karp. G. (1996). Cell and Molecular Biology. John Wiley& Sons Publishers, 5, 177-80.
  • Koyuncu, A. Ç., Kavas, B., Tiryaki, N. & Salmaner, V. (2006). Fen ve Teknoloji 8. Sımf Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
  • Laçin-Şimşek, C. & Tezcan, R. (2008), Çocukların fen kavramlarıyla ilgili düşüncelerinin gelişimini etkileyen faktörler, İlköğretim Online, 7(3), 569-577. [Online]: http:/lilkogretim—online.org.tr
  • Lawson, A. E. & Thompson L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
  • Looft, W. R. (1974). Animistic thought in children: Understanding of living across its associated attributes. The Journal of Genetic Psychology, 124, 235-240.
  • Mann, M. & Treagust, D. F. (1998). A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers’ Journal, 44, 55-60.
  • Marek, E. A. (1986a). They misunderstand, but they’II pass. The Science Teacher, 53(9), 32-35 .
  • Marek, E. A. (1986b). Understandings and misunderstandings of biological concepts. The American Biology Teacher, 48, 37-40.
  • MEB Tebliğler Dergisi, (2000). Fen Bilgisi Dersi Öğretim Programı, Sayı No: 2518, Ankara.
  • Nakiboğlu, C. & Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry. Journal of Chemical Education, 83, 1712-1718.
  • Odom, A. L. & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32, 45—61.
  • Osborne, R. J., Bell, B. F. & Gilbert, J. K. (1983). Science teaching and children’s views of the world. European Journal of Science Education, 5(1), 1-14.
  • Pardo, J. Q. & Partoles, J. J. S. (1995). Students and teachers misapplication of Le Chatelier’s principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32(9), 939-957.
  • Pfundt, H. & Duit, R. (2005). Bibliography: students’ alternative frameworks and science education. 4th ed. (Kiel, IPN).
  • Pittman, K. M. (1999). Student-generated anologies: another way of knowing. Journal of Research in Science Teaching, 36, 1-22.
  • Prater, M. A. (1993). Teaching concepts: procedures for the design and delivery of instruction. Remedial and Special Education, I4(5), 51-66.
  • Raven, P., Evert, R. F. & Eichhorn, S. E. (1999). Biology of Plants, Sixth Edition, Worth Publishers.
  • Sadler, P. M. (1998). Psychometric models of student conception in science: reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35, 265-296.
  • Sağdıç, D., Bulut, Ö. & Korkmaz, S. (2006). Orta öğretim 3. Sınıf Biyoloji Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
  • Sander, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919-934.
  • Smith, E. L. & Anderson, C. W. (1984). Plants as a Producers. Journal of Research in Science Teaching, 21, 685-698.
  • Songer, C. J. & Mintzes, J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621-637.
  • Stefanich, G. P. & Rokusek, T. (1992). An analysis of computational errors in the use of division algorithms by fourth-grade students. School Science and Mathematics, Academic Research Library, 92(4), 201-205 .
  • Stewart, J ., Hafner, B. & Dala, M. (1990). Students’ alternative views of meiosis. The American Biology Teacher, 52, 228-232.
  • Storey, R. D. (1991). Textbook errors and misconceptions in biology: Cell metabolism. The American Biology Teacher, 53, 339- 343.
  • Sungur, S., Tekkaya, C. & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101, 91—101.
  • Tekkaya, C., Çapa, Y. & Yılmaz, Ö. (2000). Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yamlgılan. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 140-147.
  • Tekkaya, C., & Balcı, S. (2003). Öğrencilerin fotosentez ve bitkilerde solunum konularındaki kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 24, 101-107.
  • Valencia, S. W. & Wixson, K. K. (1991). Diagnostic teaching. The Reading Teacher; Academic Research Library, 44(6), 420
  • Von Glasersfeld, E. (1995). A consructivist approach to teaching. In, L. P. Steffe and J. Gale (Eds.) Consructivism in education (3-15). New Jersey: Lawrence Erlbaum.
  • Wandersee, J. H., Mintzes, J. J. & Novak, J. D. (1994). Research on alternative conceptions in science. In: Gabel D L (Eds.), Handbook Of Research On Science Teaching And Learning. A Project Of The National Science Teachers Association. (pp 177-210) New York. Macmillan.
  • Webb, P. & Boltt, G. (1990). Food chain to food webb: a natural progression. Journal of Biological Education, 24, 187-190.
  • Yip, D. Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32, 207-215.
  • YÖK (1997). Fen Bilgisi öğretimi, Öğretmen Eğitimi Dizisi, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Öğretmen Eğitimi, Ankara.
  • Yürük, N. & Çakır, Ö. S. (2000); Lise öğrencilerinde oksijenli ve oksijensiz solunum konusunda görülen kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 18, 185-191.
  • Zukerman, J. T. (1994). Problem solvers’ conceptions about osmosis. The American Biology Teacher, 56, 22-25.

Year 2009, Volume: 36 Issue: 36, 158 - 168, 01.06.2009

Gülay F Kırbaşlar Çiğdem Çingil Barış Muammer Ünal Muammer Ünal

References

  • Amir, R. & Tamir, P. (1994). In dept analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher, 56, 94-100.
  • Anderson, C. W. & Smith, E. L. (1987). Teaching Science. In V. Richardson-Koehler (Eds.), Educators’ handbook: A research perspective (pp. 84-111). White Plains, NY: Longman.
  • Anderson, C. W., Sheldon, T. H. & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching. 27, 761-776.
  • Ausubel, D. (1963). Educational psychology: A cognitive view, New York: Holt, Rinehart, and Winston.
  • Ayas, A., Çepni, S., Johnson, D. & Turgut, M. F. (1997). Kimya öğretimi. Ankara: YÖK/Dünya Bankası, Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Oğretmen Eğitimi Yaymlaı'ı.
  • Başar, V. (1992). Ortaokullar İçin Uygulamalı (Projeli) Fizik (Fen) Öğretimi-Ödevleri-Sergi ve Yarışmaları, MEB Yayınlan, İstanbul.
  • Bozan, M. & Küçüközer, H. (2007). Elementary school students’ errors in solving problems related to pressure subjects. Elementary Education Online, 6(l), 24-34.
  • Bromby, M. (1979). Problems in leanıing the concept of natural selection. Journal of Biological Education, 13, 110-122.
  • Bromby, M. (1984). Misconceptions about the concept of natural selection. Science Education, 68, 493-503.
  • Brown, C. R. (1990). Some misconceptions in meiosis shown by students responding to an advanced level practical examination question in biology. Journal of Biological Education, 24, 182-187.
  • Brooks, M. G. & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, November, 18-24.
  • Canpolat, N. (2006). Turkish undergraduates’ misconceptions of evaporation, evaporation rate, and vapour pressure. International Journal of Science Education, 28, 1757-1770.
  • Cavello, A. M. L. & Schafer, L. E. (1994). Relationship between Students’ meaningful learning orientation and their understanding of genetic topics. Journal of Research in Science Teaching, 31, 228-232.
  • Chambers, S. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
  • Cho, H., Kahle, J. B. & Nordland, F. H. (1985). An investigation of high school textbooks as source of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707-719.
  • Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW., School of Education Studies, The University of New South Wales, Australia, URL: http:/lwww.uog.edulcoeled451/tI-IEORY/LoadTheoryl.pdf.
  • Çakıcı, Y. (2005). Exploring turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27, 79—100.
  • çetin, E. T. (1983). Endüstriyel Mikrobiyoloji. İstanbul : İ. Ü. Tıp Fak. Vakfı-BAYDA Yayıncıhk,
  • Driver, R. & Easley, J. (1978). Pupils and paradigms; a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
  • Driver, R. & Erickson, G. (1983). Theories in action: Some theoretical and empirical issues in the study of Students’ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Ebenezer, J. V. & Fraser, M. D. (2001). First year chemical engineering students’ conception of energy in solution processes: Phenomenographic categories for common knowledge construction. Science Education, 85, 509—535.
  • Fisher, K. M. & Lipson, J. I. (1986). Twenty questions about student errors. Journal of Research in Science Teaching, 23(9), 783- 803.
  • Friedler, Y., Amir, R. & Tamir, P. (1987). High school students’ difŞculties in understanding osmosis. International Journal of Science Education, 9, 541-551.
  • Gagatsis, A. & Kyriakides, L. (2000). Teachers’ attitudes towards their pupils’ mathematical errors. Educational Research and Evaluation, 6(1), 24-58.
  • Gilbert, J. K., Osborne, P. J. & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66, 623-633.
  • Graham, L.E., Graham, J .M. & Wilcox, L.W. (2004). (Ed: K. Işık). Bitki Biyolojisi, Ankara: Palme yayıncılık,
  • Griffiths, A. K. & Grant, B. A. C. (1985). High school students understanding of food webs: Identification of learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22, 421-436.
  • Griffiths, A. K. & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
  • Holt, B. G. (1991). Science with young children. Washington: National Association For The Education of Young Children.
  • Kaçar, B., Katkat, V. & Öztürk, Ş. (2006). Bitki fizyolojisi, Ankara: Nobel yay1n dağıtım,
  • Kadıoğlu, A. & Kaya, Y. (2005). Genel Botanik, Trabzon: Esen Ofset Matbaacılık.
  • Kadıoğlu, A. (2007). Bitki Fizyolojisi, Esen Trabzon: Ofset Matbaacıhk.
  • Kaptan, F. & Korkmaz, H. (2001). Fen Eğitiminde Probleme Dayalı Öğrenme Yaklaşınu, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 185-192.
  • Keton, W. T. & Gould, J. L. (Ed: A. Demirsoy, İ. Türkan, E. Gündüz). (2003). Genel Biyoloji I. Palme Yaymcılık, Ankara.
  • Karp. G. (1996). Cell and Molecular Biology. John Wiley& Sons Publishers, 5, 177-80.
  • Koyuncu, A. Ç., Kavas, B., Tiryaki, N. & Salmaner, V. (2006). Fen ve Teknoloji 8. Sımf Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
  • Laçin-Şimşek, C. & Tezcan, R. (2008), Çocukların fen kavramlarıyla ilgili düşüncelerinin gelişimini etkileyen faktörler, İlköğretim Online, 7(3), 569-577. [Online]: http:/lilkogretim—online.org.tr
  • Lawson, A. E. & Thompson L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
  • Looft, W. R. (1974). Animistic thought in children: Understanding of living across its associated attributes. The Journal of Genetic Psychology, 124, 235-240.
  • Mann, M. & Treagust, D. F. (1998). A pencil and paper instrument to diagnose students’ conceptions of breathing, gas exchange and respiration. Australian Science Teachers’ Journal, 44, 55-60.
  • Marek, E. A. (1986a). They misunderstand, but they’II pass. The Science Teacher, 53(9), 32-35 .
  • Marek, E. A. (1986b). Understandings and misunderstandings of biological concepts. The American Biology Teacher, 48, 37-40.
  • MEB Tebliğler Dergisi, (2000). Fen Bilgisi Dersi Öğretim Programı, Sayı No: 2518, Ankara.
  • Nakiboğlu, C. & Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry. Journal of Chemical Education, 83, 1712-1718.
  • Odom, A. L. & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32, 45—61.
  • Osborne, R. J., Bell, B. F. & Gilbert, J. K. (1983). Science teaching and children’s views of the world. European Journal of Science Education, 5(1), 1-14.
  • Pardo, J. Q. & Partoles, J. J. S. (1995). Students and teachers misapplication of Le Chatelier’s principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32(9), 939-957.
  • Pfundt, H. & Duit, R. (2005). Bibliography: students’ alternative frameworks and science education. 4th ed. (Kiel, IPN).
  • Pittman, K. M. (1999). Student-generated anologies: another way of knowing. Journal of Research in Science Teaching, 36, 1-22.
  • Prater, M. A. (1993). Teaching concepts: procedures for the design and delivery of instruction. Remedial and Special Education, I4(5), 51-66.
  • Raven, P., Evert, R. F. & Eichhorn, S. E. (1999). Biology of Plants, Sixth Edition, Worth Publishers.
  • Sadler, P. M. (1998). Psychometric models of student conception in science: reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35, 265-296.
  • Sağdıç, D., Bulut, Ö. & Korkmaz, S. (2006). Orta öğretim 3. Sınıf Biyoloji Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
  • Sander, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919-934.
  • Smith, E. L. & Anderson, C. W. (1984). Plants as a Producers. Journal of Research in Science Teaching, 21, 685-698.
  • Songer, C. J. & Mintzes, J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621-637.
  • Stefanich, G. P. & Rokusek, T. (1992). An analysis of computational errors in the use of division algorithms by fourth-grade students. School Science and Mathematics, Academic Research Library, 92(4), 201-205 .
  • Stewart, J ., Hafner, B. & Dala, M. (1990). Students’ alternative views of meiosis. The American Biology Teacher, 52, 228-232.
  • Storey, R. D. (1991). Textbook errors and misconceptions in biology: Cell metabolism. The American Biology Teacher, 53, 339- 343.
  • Sungur, S., Tekkaya, C. & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101, 91—101.
  • Tekkaya, C., Çapa, Y. & Yılmaz, Ö. (2000). Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yamlgılan. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 140-147.
  • Tekkaya, C., & Balcı, S. (2003). Öğrencilerin fotosentez ve bitkilerde solunum konularındaki kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 24, 101-107.
  • Valencia, S. W. & Wixson, K. K. (1991). Diagnostic teaching. The Reading Teacher; Academic Research Library, 44(6), 420
  • Von Glasersfeld, E. (1995). A consructivist approach to teaching. In, L. P. Steffe and J. Gale (Eds.) Consructivism in education (3-15). New Jersey: Lawrence Erlbaum.
  • Wandersee, J. H., Mintzes, J. J. & Novak, J. D. (1994). Research on alternative conceptions in science. In: Gabel D L (Eds.), Handbook Of Research On Science Teaching And Learning. A Project Of The National Science Teachers Association. (pp 177-210) New York. Macmillan.
  • Webb, P. & Boltt, G. (1990). Food chain to food webb: a natural progression. Journal of Biological Education, 24, 187-190.
  • Yip, D. Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32, 207-215.
  • YÖK (1997). Fen Bilgisi öğretimi, Öğretmen Eğitimi Dizisi, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Öğretmen Eğitimi, Ankara.
  • Yürük, N. & Çakır, Ö. S. (2000); Lise öğrencilerinde oksijenli ve oksijensiz solunum konusunda görülen kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 18, 185-191.
  • Zukerman, J. T. (1994). Problem solvers’ conceptions about osmosis. The American Biology Teacher, 56, 22-25.
There are 70 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Gülay F Kırbaşlar This is me

Çiğdem Çingil Barış This is me

Muammer Ünal This is me

Muammer Ünal This is me

Publication Date June 1, 2009
Published in Issue Year 2009 Volume: 36 Issue: 36

Cite

APA Kırbaşlar, G. F., Barış, Ç. Ç., Ünal, M., Ünal, M. (2009). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FERMENTASYON KONUSUNDAKİ YANLIŞ ÖĞRENMELERİNİN ARAŞTIRILMASINA YÖNELİK BİR ÇALIŞMA. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(36), 158-168.