How Are Knowledge Structures of Pre-Service Biology Teachers on “Organic” Concept?

Abstract

The purpose of this study is to investigate knowledge structures of pre-service biology teachers on the “organic” concept. The study included two different samples for the first and second stages of the study, respectively. In the first stage, the participants (n=108) completed a word association task and they produced 172 concepts. 22 of the concepts indicated in higher frequency than 10 were given to the second group participants (n=20). The second group participants selected and used 9 of 22 concepts to develop concept maps in which “organic” concept was placed on the center. In addition, they wrote their definitions of organic and gave examples for it. By focusing on the concept maps and their definitions; knowledge structures of the participants were determined based on types of the maps, main titles found in the maps, links represented as sentences, definitions and the examples. The findings showed that two different types of the maps were determined as branched and hierarchical, also five main titles (food, chemistry, biology, health and agriculture) were found. Moreover, their definitions and examples also provided similar titles (food, chemistry, biology, health, textile and agriculture) except for textile. The links between the concepts in the concept maps, definitions and examples regarding organic concept showed that pre-service biology teachers had compartmentalized knowledge structures regarding “organic” concept. In conclusion, on associations between different concepts regarding “organic” concept, problems in terms of coherency were also determined.

Keywords

• Pre-service biology teachers, knowledge structures, organic

How Are Knowledge Structures of Pre-Service Biology Teachers on “Organic” Concept?

Öz

Bu çalışma, biyoloji öğretmen adaylarının “organik” kavramıyla ilgili bilgi yapılarını incelemek amacıyla yapılmıştır. Çalışma, araştırmanın birinci ve ikinci aşamaları için iki farklı örneklemi içermektedir. Birinci aşamada, katılımcılar (n=108) bir sözcük çağrışımı görevini tamamlamış ve 172 kavram üretmişlerdir. Daha sonra 10’dan fazla frekansa sahip olan 22 kavram ikinci grup katılımcılara (n=20) verilmiştir. İkinci grup, verilen 22 kelimenin 9’unu seçerek bu 9 kelimeyi “organik” kavramının merkezde yer aldığı bir kavram haritası geliştirmek için kullanmışlardır. Buna ek olarak, organikle ilgili kendi tanımlarını yazmış ve örnekler vermişlerdir. Kavram haritaları ve tanımlara odaklanılıp; haritalardaki ana başlıklar, cümleler, tanımlar ve örneklerin temsil ettiği bağlantıların bulunduğu haritaların türlerine dayanılarak katılımcıların bilgi yapıları belirlenmiştir. Bulgular, dallanmış ve hiyerarşik olmak üzere iki farklı harita türünün olduğunu göstermiş ve ayrıca haritalardan beş ana başlık (gıda, kimya, biyoloji, sağlık ve tarım) elde edilmiştir. Katılımcıların tanımları ve örneklerinin incelenmesi sonucunda da tekstil dışında benzer başlıklar (gıda, kimya, biyoloji, sağlık, tekstil ve tarım) elde edilmiştir. Organikle ilgili kavram haritaları, tanımlar ve örneklerdeki kavramlar arasındaki bağlantılar, biyoloji öğretmen adaylarının “organik” kavramına ilişkin olarak bölümlenmiş bilgi yapılarına sahip olduklarını göstermektedir. Sonuç olarak, "organik" kavramı ile ilgili farklı kavramlar arasındaki ilişkilerde anlaşılırlık bakımından sorunların olduğu söylenebilir.

Anahtar Kelimeler

• Biyoloji öğretmen adayları, bilgi yapıları, organic.

References

1. Aarsetet al. (2004). The European consumers’ understanding and perceptions of the “organic” food regime: The case of aquaculture. British Food Journal, 106 (2), 93–105.
2. Anderson, O.R. &Contino, J. (2010). A study of teacher-mediated enhancement of students’ organization of Earth science knowledge using web diagrams as a teaching device. Journal of Science Teacher Education, 21(6), 683 – 701.
3. Bischoff, P. J., Avery, L., Golden, C. F., & French, P. (2010).An analysis of knowledge structure, diversity and diagnostic abilities among pre-service science teachers within the domain of oxidation and reduction chemistry. Journal of Science Teacher Education, 21, 411–429.
4. Brickhouse, N.W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53–62.
5. BouJaoude, S. (1991).A study of the nature of students’ understandings about the concept of burning.Journal of Research in Science Teaching, 28, 689–704.
6. Cakır, M., & Crawford, B. (2001).Prospective biology teachers’ understanding of genetics concepts.(Report No. SE 065883).(ERIC Document Reproduction Service No. ED 463956).
7. Davies, A., Titterington, A.J.& Cochrane, C (1995). Who buys organic food? A profile of the purchasers of organic food in Northern Ireland, British Food Journal, 97(10), 17-23.
8. Dikmenli, M. (2010).Biology student teachers' conceptual frameworks regarding biodiversity. Education, 130 (3), 479-489.

9. diSessa, A. A, Gillespie, N., &Esterly, J. (2004).Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28, 843–900.
10. Harlen, W. (1997). Primary teachers’ understanding in science and its impact in the classroom, Research In Science Education, 27, 323–337.
11. HDRA (1998). What is organic farming?, HDRA Publishing, UK.
12. Harper, G.C. &Makatouni, A. (2002), Consumer perception of organic food productions and farm animal welfare, British Food Journal, 4, 287-299
13. Haidar, A.H. (1997) Prospective Chemistry Teachers' Conceptions of the Conservation of Matter and Related Concepts, Journal of Research in Science Teaching, 34(2), 181-197.
14. Hauslein, P. L., Good, R. G. , Cummins, C. L. (1992). Biology content cognitive structure: from science student to science teacher. Journal of Research in Science Teaching, 29(9), 939-964.
15. Hay, D.B. (2007) Using concept maps to measure deep, surface and non-learning outcomes. Studies in Higher Education 32(1), 39-57
16. Hay, D.B., Kinchin, I.M. (2008). Using concept mapping to measure learning quality. Education and Training, 50(2), 167-182.
17. Hay, D.B. &Kinchin, I.M. (2006) Using concept maps to reveal conceptual typologies. Education and Training 48(2-3), 127-142.
18. Jones, N. A., Ross, H., Lynam, T., Perez, P. & Leitch, A. (2011). Mental models: an interdisciplinary synthesis of theory and methods. Ecology and Society, 16 (1), 46-46.
19. Lin,Y., &Liu,Z. (2003). Using appropriate strategies to improve teaching and learning in organic chemistry and organic chemical experiment courses, The China Papers, July, 34-38.
20. Malone, K.L.(2008). Correlations among knowledge structures, force concept inventory, and problem-solving behaviors, Physical Review Special Topics – Physics Education Research, 4(2), 1-15.
21. Özdemir, G. & Clark, D.B. (2007) An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 351–361.
22. Öztürk, E. (2003). An assessment of high school biology curriculum implementation. Unpublished doctoral dissertation, METU, Ankara.
23. Roehrig G H, Kruse R A, Kern A.(2007) Teacher and School Characteristics and Their Influence on Curriculum Implementation, Journal of Research in Science Teaching, 44(7), 883-907.
24. Schunk, D. H. (2000).Learning theories: An educational perspective. New Jersey: Prentice-Hall.
25. Slotte, V., &Lonka, K.(1999).Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education 21, 5, 515–31.
26. Sinan, O. (2009) Differences in prospective science teachers’ descriptions of the same concepts used in chemistry and biology classes, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3 (2), 1–21.
27. Sinan, O. (2010) Differences in prospective science teachers’ descriptions of the same concepts used in chemistry and biology classes-II, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4 (1), 85–107.
28. Tekkaya, C., Çapa, Y. & Yılmaz, Ö. (2000). Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yanılgıları [Alternative conceptions of prospective biology teachers on general biology subjects].HacettepeÜniversitesiEğitimFakültesiDergisi, 18, 140–147.