HIGH SCHOOL SCIENCE STUDENTS’ IDEAS ABOUT MICROORGANISMS AND THEIR PLACE IN THE CURRICULUM

Year 2015, Volume: 4 Issue: 2, 0 - 0, 30.12.2015

Solmaz Aydın

https://doi.org/10.20876/ijobed.96839

Cited By: 4

Abstract

This study aims to determine high school students’ knowledge and thoughts about microorganisms and to identify the extent to which microorganisms are covered in the high school biology curricula in Turkey. The study sample consisted of 160 secondary students at a science high school in Kars, Turkey. The researcher used the descriptive survey model, applied the Microorganisms Knowledge Test (MKT) to the sample group and did a review of their biology curriculum. It was found that the students are knowledgeable about microorganisms, and that they have generally positive thoughts due to microorganisms' benefits, although microorganisms are not a significant component of their biology lessons.

References

• Bliwise, N. G., Grade, M., Irish, T. M., & T. J. Ficarrotto. (1991). Measuring medical and nursing students' attitudes toward AIDS. Health Psychology, 10 (4): 289-295.
• Brook, U. (1999). AIDS knowledge and attitudes of pupils attending urban high schools in Israel. Patient Education and Counseling, 36 (3): 271–278.
• Byrne, J. (2011). Models of Micro‐Organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old. International Journal of Science Education, 33 (14): 1927-1961.
• Byrne, J., Grace, M., & P. Hanley. (2009). Children’s anthropomorphic and anthropocentric ideas about micro-organisms. Journal of Biological Education, 44 (1): 37–43.
• Conner, L. (2000). The significance of an approach to the teaching of soci-etal issues related to biotechnology. Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.
• Dawson, V. (2001). Addressing controversial issues in secondary school science. Australian Science Teachers Journal, 47 (4): 38–44.
• Dawson, V., & R. Schibeci. (2003). Western Australian students’ understanding of biotechnology. International Journal of Science Education, 25: 57-69.
• Durant, J. R. (1993). What is scientific literacy? In J. R. Durant and J. Gregory (Ed.), Science and culture in Europe (pp. 129–137). London: Science Museum.
• Faccio, E., Costa, N., Losasso, C., Cappa, V., Mantovani, C., Cibin, V., Andrighetto, I., & A. Ricci. (2013). What programs work to promote health for children? Exploringbeliefs on microorganisms and on food safety control behavior in primary schools. Food Control, 33: 320-329.
• Flores, F., Tovar, M. & L. Gallegos. (2003). Representation of the cell and its processes in high school students: an integrated view. International Journal of Science Education, 25: 269-286.
• Jones, M. G. & M. J. Rua. (2006). Conceptions of Germs: Expert to Novice Understandings of Microorganisms. Electronic Journal of Science Education, 10 (3): 1-40.
• Jones, G., Gardner, G. E.,Lee, T., Poland, K. & S. Robert. (2013). The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness. International Journal of Science Education, Part B: Communication and Public Engagement, 3 (3): 199-213.
• Kurt, H., & G. Ekici. (2013a). What Is A Virus? Prospective Biology Teachers’ Cognitive Structure on the Concept of Virus. International Online Journal of Educational Sciences, 5 (3): 736-756.
• Kurt, H., & G. Ekici. (2013b). Biyoloji öğretmen adaylarının “bakteri” konusundaki bilişsel yapılarının ve alternatif kavramlarının belirlenmesi. Turkish Studies, 8 (8): 885-910.
• Mathews, C., Kuhn, L., Metcalf, C., Joubert, G. & N. Cameron. (1990). Knowledge, attitudes and beliefs about AIDS in township school students in Cape Town. South African Medical Journal, 78: 511-516.
• Maxted, M. A. (1984). Pupils’ prior beliefs about bacteria and science processes: Their interplay in school science laboratory work. MA thesis, University of British Columbia.
• MEB. (2011a). Ortaöğretim 9. sınıf biyoloji dersi öğretim programı (9th grade biology curriculum). Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
• MEB. (2011b). Ortaöğretim 10. sınıf biyoloji dersi öğretim programı (10th grade biology curriculum). Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
• MEB. (2011c). Ortaöğretim 11. sınıf biyoloji dersi öğretim programı (11th grade biology curriculum). Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara
• MEB. (2011d). Ortaöğretim 12. sınıf biyoloji dersi öğretim programı. (12th grade biology curriculum). Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara
• MEB. (2013). Ortaöğretim biyoloji dersi (9, 10, 11 ve 12. sınıflar) öğretim programı (9, 10, 11 and 12th grade biology curriculum). Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara
• Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus 112 (2): 29–48.
• Nagy, M. H. (1953). The representation of germs by children. Journal of Genetic Psychology, 83: 227–240.
• Simonneaux, L. (2000). A study of pupils' conceptions and reasoning in connection with 'microbes', as a contribution to research in biotechnology education. International Journal of Science Education, 22 (6): 619-644.
• Sinatra, G., Southerland, S., McConaughy, F., & J. Demastes. (2003). Intentions and beliefs in students’ under-standing and acceptance of biological evolution. Journal of Research in Science Teaching, 40: 510–528.
• Uzunkaya, A. (2007). Kavram yanılgısı ve çoklu zeka alanlarının ilişkilendirilmesine dayalı bir öğretimin kavram yanılgılarının giderilmesindeki etkisinin incelenmesi: Mikroorganizmalar. MA Thesis, Balıkesir University.