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Misconceptions About Immunological Concepts in Current Tunisian Biology Textbooks

Year 2021, Volume: 6 Issue: 1, 69 - 80, 30.06.2021

Abstract

Textbook remains a compulsory reference document especially for students and teachers. Although, it may be a source of misconceptions. The goal of this paper is to determine misconceptions about immunological concepts in current tunisian biology textbooks based on Hershey method. Textbooks content is compared to books and papers reference contents. Misconceptions obtained are categorized in five categories : over-generalization, under-generalization, over-simplification, mis-identification and obsolete concepts and terms. Results show that all textbooks analyzed contain mistakes, textbooks that contain the highest number of misconceptions are the 4th SSTLESESS and 1st SSTLES because they are the oldest, wheras the lowest one is the 3ed SSBSSS because its the newest. The highest categories are over-generalization and under-generalization while the lowst one is over-simplification. The highest sub-concept that is mistakenly conceived is pathogens and diseases while the lowest one is immune barriers. Furthermore, same misconceptions are found in different textbooks. Furethemore, their content must be updated according to recent scientific progress.

References

  • Amsallag W. (2019). Maladies autoimmunes. Un génocide immunitaire. Varegus Publishing Nicosia Cyprus.
  • Birch, P. R., & Whisson, S. C. (2001). Phytophthora infestans enters the genomics era. Molecular Plant Pathology, 2(5), 257-263.
  • Brüggemann, H., Bäumer, S., Fricke, W. F., Wiezer, A., Liesegang, H., Decker, I., ... & Gottschalk, G. (2003). The genome sequence of Clostridium tetani, the causative agent of tetanus disease. Proceedings of the National Academy of Sciences, 100(3), 1316-1321.
  • Bulunuz, N., Jarrett, O. S., & BULUNUZ, M. (2008). Fifth-Grade Elementary School Students’ Conceptions and Misconceptions about the Fungus Kingdom∗. Journal of Turkish Science Education, 5(3), 32-46.
  • Chevallard, Y., & Johsua, M. A. (1985). La transposition didactique: du savoir savant au savoir enseigné. La Pensée sauvage.
  • de Mello, L. A. (2017). A propose of rules defining as a didactic transposition should occur or be achieved-the generalized didactic transposition theory.
  • Galvin, E., Simmie, G. M., & O'Grady, A. (2015). Identification of misconceptions in the teaching of biology: A pedagogical cycle of recognition, reduction and removal. Higher Education of Social Science, 8(2), 1-8.
  • Grégoire, C., Chasson, L., Luci, C., Tomasello, E., Geissmann, F., Vivier, E., & Walzer, T. (2007). The trafficking of natural killer cells. Immunological reviews, 220(1), 169-182.
  • Gurel, D. K., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science.
  • Hershey, D. R. (1999). Myco-heterophytes & parasitic plants in food chains. The American Biology Teacher, 61(8), 575-578.
  • Hershey, D. R. (2004). Avoid misconceptions when teaching about plants. Available on http://www. actionbioscience. org/education/hershey. html,(Access on October, 31st 2016).
  • Hershey, D. R. (2005). More misconceptions to avoid when teaching about plants. American Institute of Biological Sciences.
  • Hoffmann, C., Dollive, S., Grunberg, S., Chen, J., Li, H., Wu, G. D., ... & Bushman, F. D. (2013). Archaea and fungi of the human gut microbiome: correlations with diet and bacterial residents. PloS one, 8(6), e66019.
  • Holgate, S. T., & Lack, G. (2005). Improving the management of atopic disease. Archives of disease in childhood, 90(8), 826-831.
  • Issa, R. A. G. A. A. (2014). Non-pathogenic protozoa. International Journal of Pharmacy and Pharmaceutical Sciences, 6(3), 30-40.
  • Knight, B. A. (2015). Teachers’ use of textbooks in the digital age. Cogent education, 2(1), 1015812.
  • Kudelka, M. R., Ju, T., Heimburg-Molinaro, J., & Cummings, R. D. (2015). Simple sugars to complex disease—mucin-type O-glycans in cancer. In Advances in cancer research (Vol. 126, pp. 53-135). Academic Press.
  • Malvy, D., & Chappuis, F. (2011). Sleeping sickness. Clinical Microbiology and Infection, 17(7), 986-995.
  • Novitasari, C., Ramli, M., & Karyanto, P. (2019). Content analysis of misconceptions on bacteria in the biology textbook of high school. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022076).
  • Nenoff, P., Krüger, C., Ginter‐Hanselmayer, G., & Tietz, H. J. (2014). Mycology–an update. Part 1: Dermatomycoses: causative agents, epidemiology and pathogenesis. JDDG: Journal der Deutschen Dermatologischen Gesellschaft, 12(3), 188-210.
  • Pangestika, A., & Widyaningrum, T. (2018). Identifying Conceptual Mistakes on SMA Teaching Books in Materials of Imune System for Eleventh Graders. International Journal of Active Learning, 3(2), 50-57.
  • Paun, E. (2006). Transposition didactique: un processus de construction du savoir scolaire. Carrefours de l'éducation, (2), 3-13.
  • Raharjo, D., Ramli, M., & Rinanto, Y. (2018, December). Misconception protist in high school biology textbooks. In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia (Vol. 3, pp. 85-90).
  • Saputri, D., & Widyaningrum, T. (2016). Misconceptions analysis on The virus chapter in biology Textbooks for high school students grade X. International Journal of Active Learning, 1(1), 30-37.
  • Simpson, A. G., & Roger, A. J. (2004). The real ‘kingdoms’ of eukaryotes. Current biology, 14(17), 693-696.
  • Smith, C. P. (2006). Essential Revision Notes for Intercollegiate MRCS: Book 2. PasTest Ltd.
  • Smith, M. E., Henkel, T. W., & Rollins, J. A. (2015). How many fungi make sclerotia?. Fungal Ecology, 13, 211-220.
  • Suparno, P. (2013). Misconceptions and Changes in Concepts in Physics Education .Jakarta: PT.Grasindo.
  • Tangye, S. G., & Good, K. L. (2007). Human IgM+ CD27+ B cells: memory B cells or “memory” B cells?. The Journal of Immunology, 179(1), 13-19.
  • Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 23.
  • van Furth, R. Z. J. J. W. H., Cohn, Z. A., Hirsch, J. G., Humphrey, J. H., Spector, W. G., & Langevoort, H. L. (1972). The mononuclear phagocyte system: a new classification of macrophages, monocytes, and their precursor cells. Bulletin of the World Health Organization, 46(6), 845.
  • Yamada, M., Mochizuki, H., Kawai, M., Yoshino, M., & Mashima, Y. (1997). Fluorophotometric measurement of pH of human tears in vivo. Current eye research, 16(5), 482-486.

Güncel Tunus Biyoloji Ders Kitaplarında İmmünolojik Kavramlara İlişkin Kavram Yanılgıları

Year 2021, Volume: 6 Issue: 1, 69 - 80, 30.06.2021

Abstract

Ders kitabı özellikle öğrenciler ve öğretmenler için zorunlu bir başvuru belgesi olmaya devam etmektedir. Bununla birlikte, yanlış anlamaların bir kaynağı olabilir. Bu makalenin amacı, Hershey yöntemine dayalı olarak mevcut Tunus biyoloji ders kitaplarındaki immünolojik kavramlar hakkındaki yanlış anlamaları belirlemektir. Ders kitaplarının içeriği, kitap ve makale referans içerikleriyle karşılaştırılır. Elde edilen kavram yanılgıları, aşırı genelleme, eksik genelleme, aşırı basitleştirme, yanlış tanımlama ve eskimiş kavram ve terimler olmak üzere beş kategoride sınıflandırılmıştır. Sonuçlar, incelenen tüm ders kitaplarının hata içerdiğini, en fazla kavram yanılgısını içeren ders kitaplarının 4. SSTLESESS ve 1. SSTLES olduğunu, en düşük olanın ise en yeni olduğu için 3d SSBSSS olduğunu göstermektedir. En yüksek kategoriler aşırı genelleme ve yetersiz genelleme, en düşük kategori ise aşırı basitleştirmedir. Yanlış düşünülen en büyük alt kavram mikroplar ve hastalıklar iken en alt kavram ise bağışıklık engelleridir. Ayrıca farklı ders kitaplarında da aynı kavram yanılgılarına rastlanmaktadır. Dahası, içerikleri son bilimsel gelişmelere göre güncellenmelidir.

References

  • Amsallag W. (2019). Maladies autoimmunes. Un génocide immunitaire. Varegus Publishing Nicosia Cyprus.
  • Birch, P. R., & Whisson, S. C. (2001). Phytophthora infestans enters the genomics era. Molecular Plant Pathology, 2(5), 257-263.
  • Brüggemann, H., Bäumer, S., Fricke, W. F., Wiezer, A., Liesegang, H., Decker, I., ... & Gottschalk, G. (2003). The genome sequence of Clostridium tetani, the causative agent of tetanus disease. Proceedings of the National Academy of Sciences, 100(3), 1316-1321.
  • Bulunuz, N., Jarrett, O. S., & BULUNUZ, M. (2008). Fifth-Grade Elementary School Students’ Conceptions and Misconceptions about the Fungus Kingdom∗. Journal of Turkish Science Education, 5(3), 32-46.
  • Chevallard, Y., & Johsua, M. A. (1985). La transposition didactique: du savoir savant au savoir enseigné. La Pensée sauvage.
  • de Mello, L. A. (2017). A propose of rules defining as a didactic transposition should occur or be achieved-the generalized didactic transposition theory.
  • Galvin, E., Simmie, G. M., & O'Grady, A. (2015). Identification of misconceptions in the teaching of biology: A pedagogical cycle of recognition, reduction and removal. Higher Education of Social Science, 8(2), 1-8.
  • Grégoire, C., Chasson, L., Luci, C., Tomasello, E., Geissmann, F., Vivier, E., & Walzer, T. (2007). The trafficking of natural killer cells. Immunological reviews, 220(1), 169-182.
  • Gurel, D. K., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science.
  • Hershey, D. R. (1999). Myco-heterophytes & parasitic plants in food chains. The American Biology Teacher, 61(8), 575-578.
  • Hershey, D. R. (2004). Avoid misconceptions when teaching about plants. Available on http://www. actionbioscience. org/education/hershey. html,(Access on October, 31st 2016).
  • Hershey, D. R. (2005). More misconceptions to avoid when teaching about plants. American Institute of Biological Sciences.
  • Hoffmann, C., Dollive, S., Grunberg, S., Chen, J., Li, H., Wu, G. D., ... & Bushman, F. D. (2013). Archaea and fungi of the human gut microbiome: correlations with diet and bacterial residents. PloS one, 8(6), e66019.
  • Holgate, S. T., & Lack, G. (2005). Improving the management of atopic disease. Archives of disease in childhood, 90(8), 826-831.
  • Issa, R. A. G. A. A. (2014). Non-pathogenic protozoa. International Journal of Pharmacy and Pharmaceutical Sciences, 6(3), 30-40.
  • Knight, B. A. (2015). Teachers’ use of textbooks in the digital age. Cogent education, 2(1), 1015812.
  • Kudelka, M. R., Ju, T., Heimburg-Molinaro, J., & Cummings, R. D. (2015). Simple sugars to complex disease—mucin-type O-glycans in cancer. In Advances in cancer research (Vol. 126, pp. 53-135). Academic Press.
  • Malvy, D., & Chappuis, F. (2011). Sleeping sickness. Clinical Microbiology and Infection, 17(7), 986-995.
  • Novitasari, C., Ramli, M., & Karyanto, P. (2019). Content analysis of misconceptions on bacteria in the biology textbook of high school. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022076).
  • Nenoff, P., Krüger, C., Ginter‐Hanselmayer, G., & Tietz, H. J. (2014). Mycology–an update. Part 1: Dermatomycoses: causative agents, epidemiology and pathogenesis. JDDG: Journal der Deutschen Dermatologischen Gesellschaft, 12(3), 188-210.
  • Pangestika, A., & Widyaningrum, T. (2018). Identifying Conceptual Mistakes on SMA Teaching Books in Materials of Imune System for Eleventh Graders. International Journal of Active Learning, 3(2), 50-57.
  • Paun, E. (2006). Transposition didactique: un processus de construction du savoir scolaire. Carrefours de l'éducation, (2), 3-13.
  • Raharjo, D., Ramli, M., & Rinanto, Y. (2018, December). Misconception protist in high school biology textbooks. In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia (Vol. 3, pp. 85-90).
  • Saputri, D., & Widyaningrum, T. (2016). Misconceptions analysis on The virus chapter in biology Textbooks for high school students grade X. International Journal of Active Learning, 1(1), 30-37.
  • Simpson, A. G., & Roger, A. J. (2004). The real ‘kingdoms’ of eukaryotes. Current biology, 14(17), 693-696.
  • Smith, C. P. (2006). Essential Revision Notes for Intercollegiate MRCS: Book 2. PasTest Ltd.
  • Smith, M. E., Henkel, T. W., & Rollins, J. A. (2015). How many fungi make sclerotia?. Fungal Ecology, 13, 211-220.
  • Suparno, P. (2013). Misconceptions and Changes in Concepts in Physics Education .Jakarta: PT.Grasindo.
  • Tangye, S. G., & Good, K. L. (2007). Human IgM+ CD27+ B cells: memory B cells or “memory” B cells?. The Journal of Immunology, 179(1), 13-19.
  • Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 23.
  • van Furth, R. Z. J. J. W. H., Cohn, Z. A., Hirsch, J. G., Humphrey, J. H., Spector, W. G., & Langevoort, H. L. (1972). The mononuclear phagocyte system: a new classification of macrophages, monocytes, and their precursor cells. Bulletin of the World Health Organization, 46(6), 845.
  • Yamada, M., Mochizuki, H., Kawai, M., Yoshino, M., & Mashima, Y. (1997). Fluorophotometric measurement of pH of human tears in vivo. Current eye research, 16(5), 482-486.
There are 32 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makale
Authors

Chaker Bennour 0000-0001-8478-5383

Publication Date June 30, 2021
Acceptance Date July 1, 2021
Published in Issue Year 2021 Volume: 6 Issue: 1

Cite

APA Bennour, C. (2021). Güncel Tunus Biyoloji Ders Kitaplarında İmmünolojik Kavramlara İlişkin Kavram Yanılgıları. International Journal of Active Learning, 6(1), 69-80.
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