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LİSE ÖĞRENCİLERİNDE İNSAN VÜCUDU ORGAN SİSTEMLERİNİN KAVRAMSALLAŞTIRILMASI

Yıl 2019, Cilt: 3 Sayı: 2, 111 - 125, 31.12.2019
https://doi.org/10.35346/aod.615132

Öz

Uluslararası
Bakalorya Diploma Programı (IBDP) 1. yılına kayıtlı lise öğrencilerinin insan
vücudundaki organ sistemleri kavramlarını ne ölçüde anladıklarını
belirleyebilmek adına yazılı cevaplarıyla birlikte çizim yöntemi
kullanılmıştır. Bu araştırmada zaman kısıtlaması nedeniyle kavram yanılgıları
değerlendirilmemiştir. Bu küçük ölçekli araştırmanın odağı, öğrencilerin IBDP
Biyoloji programı kapsamında yer alan İnsan Fizyolojisi ünitesi hakkındaki var
olan ön bilgilerini öğrenebilmek adına çalışmada öğrenciler tarafından çizilen
organ sistemlerinin sıklığını belirlemektir. Öğrencilerin insan vücudu
sistemleri ve işlevleri hakkındaki bilgilerini nitel olarak analiz etmek için
bu araştırmada açık uçlu soruları destekleyen öğrenciler tarafından yapılan
organ sistem çizimleri kullanılmıştır. Cinsiyet farklılıkları üzerine
odaklanmayan bu çalışmada yer alan öğrencilerin yaş ortalaması 18.1 (yaş
aralığı 18-19) olarak belirlenmiştir. Katılımcıların lise öncesi çeşitli
ortaokullarda okudukları bilinmektedir. Bu nedenle, katılımcıların geçmişine
bağlı olarak büyük bir çeşitlilik vardır, ancak hepsi IBDP’ye başlamadan önce
Uluslararası Genel Ortaöğretim Sertifika Programı kapsamında 9. ve 10. sınıfta
Biyoloji dersi almıştır. Çoğu öğrencinin, kullanılan değerlendirme ölçeğine
göre 5. seviyeye ulaştığı tek organ sisteminin üriner sistem olduğu tespit
edilmiştir. Yine de IBDP’ye başlamadan önce sindirim sistemi, kas ve iskelet
sistemi ve lenfatik sistem konularında daha fazla bilgi ve desteğe ihtiyaçları
olduğu tespit edilmiştir. 

Kaynakça

  • Arnaudin, M. W., & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: a cross-age study. Science Education, 69, 5.
  • Bahar, M., Ozel, M., Prokop, M., & Usak, M. (2008). Science student teachers’ ideas of the heart. Journal of Baltic Science Education, 7: 78-85.
  • Çakıcı, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27(1), 79-100
  • Çinici, A., Sözbilir, M., & Demir, Y. (2011). ”Effect of Cooperative and Individual Learning Activities on Students’ Understanding of Diffusion and Osmosis.” Eurasian Journal of Educational Research, 43: 19-36.
  • Çinici, A. (2013). From caterpillar to butterfly: a window for looking into studets’ ideas about life cycle and life forms of insects. Journal of Biological Education, 47(2), 84-95.
  • Çinici, A., & Demir, Y. (2013) Teaching through Cooperative POE Tasks: A Path to Conceptual Change, Journal of Educational Strategies, 86:1, 1-10, DOI: 10.1080/00098655.2012.712557
  • Dikmenli, M. (2010). Biology students’conceptual structures regarding global warming. Energy Education Science Technology Part B: Social Educational Studies, 2, 21-38.
  • Driver, R., Guesne, E., & Tiberghien, A. (Eds.) (1985). Children’s ideas in science. Milton Keynes: Open University Press.
  • Farland-Smith, D. (2009). Stereotypes, cultures & scientists: A cross-national comparative study of eastern & western elementary students’ perceptions of scientists. Journal of Elementary Science Education, (21) 4.
  • Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22(1), 63-72.
  • Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Educcation, 66, 623-633.
  • Göçmençelebi. Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia Social and Behavioral Sciences, 2(2010), 2681-2684.
  • Hipkins, R., Bolstad, R., Baker, R., Jones, A., Barker, M., Bell, B., Coll, R., Cooper, B., Forret, M., France, B., Haigh, M., Harlow, A., &Taylor, I. (2002). Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education. Wellington: Ministry of Education.
  • Kara İ., Avcı D. E. & Çekbaş, Y. (2008). Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması (Investigation of the science teacher candidates’ knowledge level about the concept of light). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 16, 46-57.
  • Khwaja, C. C., & Saxton, J. (2001). It all depends on the question you ask. Primary Science Review. 68. 13 – 14.
  • Kose. S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Science Journal, 3, 283-293.
  • Leach, J., Driver, R., Scott, P., & Wood-Robinson, C. (1995). Children's ideas about ecology 1: Theoretical background, design and methodology. International Journal of Science Education, 17, 721-732.
  • McCloskey, M., Caramazza, A., & Green, B. (1980). Curvilinear motion in the absence of external forces: Naïve beliefs about the motion of objects. Science, 210(4474), 1139-1141.
  • Prokop, P., & Fancovicova, J. (2006). Students’ ideas about the human body: do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
  • Prokop, P., Prokop, M., Tunnicliffe, S. D., & Diran, C. (2007). Children’s ideas of animals internal structures. Journal of Biological Education, 41(2), 62-67.
  • Prokop, P., Fanovicova, J., & Tunnicliffe, S. D. (2008). The effect of type of instruction on expression of children’s knowledge: how do children see the endocrine and urinary system? International Journal of Environmental & Science Education, 4(1), 75-93.
  • Prokop, P., Fanoviová, J., & Tunnicliffe, S. D. (2009). The effect of type of instruction on expression of children’s knowledge: how do children see the endocrine and urinary system? International Journal of Environenmental Science Education, 4, 75-93.
  • Reiss, M. J., & Tunnicliffe, S. D. (2001). Students’ understandings of human organs and organ systems. Research of Science Education, 31, 383-399.
  • Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., Jarman, R., Jonsson, S., Manokore, V., Marchenko, N., Mulemwa, J., Novikova, T., Otuka, J., Teppa, S., Rooy, W. V. (2002). An international study of young peoples’ drawings of what is inside themselves. Journal of Biology Education, 36, 58-64.
  • Reiss, M. J. & Tunnicliffe, S. D. (1999). Children’s knowledge of the human skeleton. Primary Science Review, 60, 7-10.
  • Tunnicliffe, S. D., & Reiss, M. J. (1999). Students' understandings about animal skeletons. International Journal of Science Education, 21, 1187-1200.

SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS

Yıl 2019, Cilt: 3 Sayı: 2, 111 - 125, 31.12.2019
https://doi.org/10.35346/aod.615132

Öz

Drawing method along with the written
responses of 1
st year International Baccalaureate Diploma Programme
(IBDP) secondary school students wes used to determine their understanding of
the concepts of human body organ systems. Due to the time limitation,
misconceptions were not evaluated in this research. The focus of this research
was mainly to determine the frequency of the drawn organ systems by the
students to find out their knowledge prior to the upcoming chapter in IBDP
Biology curriculum, Topic 6: Human Physiology, so that the curriculum
implementation plan can be built considering the data collected in this
small-scale research. Spontaneous drawings of students in support with
open-ended questions were used in this current research to make qualitative
analysis of the students’ ideas on human body systems and their functions. The
mean age of the students was 18.1 (range 18-19) in this study which did not
focus on the gender differences. The participants had studied at various middle
schools before they started this high school. Therefore, there was great
diversity due to the participants’ background however they were all being
taught International General Certificate of Secondary Education (IGCSE) Biology
in grade 9 and 10 prior to IBDP. It was found that the only organ system among
ten of those, which the students reached level 5 was urinary system. They still
need further support on digestive, muscular and skeletal systems as well as the
lymphatic system.
  

Kaynakça

  • Arnaudin, M. W., & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: a cross-age study. Science Education, 69, 5.
  • Bahar, M., Ozel, M., Prokop, M., & Usak, M. (2008). Science student teachers’ ideas of the heart. Journal of Baltic Science Education, 7: 78-85.
  • Çakıcı, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27(1), 79-100
  • Çinici, A., Sözbilir, M., & Demir, Y. (2011). ”Effect of Cooperative and Individual Learning Activities on Students’ Understanding of Diffusion and Osmosis.” Eurasian Journal of Educational Research, 43: 19-36.
  • Çinici, A. (2013). From caterpillar to butterfly: a window for looking into studets’ ideas about life cycle and life forms of insects. Journal of Biological Education, 47(2), 84-95.
  • Çinici, A., & Demir, Y. (2013) Teaching through Cooperative POE Tasks: A Path to Conceptual Change, Journal of Educational Strategies, 86:1, 1-10, DOI: 10.1080/00098655.2012.712557
  • Dikmenli, M. (2010). Biology students’conceptual structures regarding global warming. Energy Education Science Technology Part B: Social Educational Studies, 2, 21-38.
  • Driver, R., Guesne, E., & Tiberghien, A. (Eds.) (1985). Children’s ideas in science. Milton Keynes: Open University Press.
  • Farland-Smith, D. (2009). Stereotypes, cultures & scientists: A cross-national comparative study of eastern & western elementary students’ perceptions of scientists. Journal of Elementary Science Education, (21) 4.
  • Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22(1), 63-72.
  • Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Educcation, 66, 623-633.
  • Göçmençelebi. Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia Social and Behavioral Sciences, 2(2010), 2681-2684.
  • Hipkins, R., Bolstad, R., Baker, R., Jones, A., Barker, M., Bell, B., Coll, R., Cooper, B., Forret, M., France, B., Haigh, M., Harlow, A., &Taylor, I. (2002). Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education. Wellington: Ministry of Education.
  • Kara İ., Avcı D. E. & Çekbaş, Y. (2008). Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması (Investigation of the science teacher candidates’ knowledge level about the concept of light). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 16, 46-57.
  • Khwaja, C. C., & Saxton, J. (2001). It all depends on the question you ask. Primary Science Review. 68. 13 – 14.
  • Kose. S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Science Journal, 3, 283-293.
  • Leach, J., Driver, R., Scott, P., & Wood-Robinson, C. (1995). Children's ideas about ecology 1: Theoretical background, design and methodology. International Journal of Science Education, 17, 721-732.
  • McCloskey, M., Caramazza, A., & Green, B. (1980). Curvilinear motion in the absence of external forces: Naïve beliefs about the motion of objects. Science, 210(4474), 1139-1141.
  • Prokop, P., & Fancovicova, J. (2006). Students’ ideas about the human body: do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
  • Prokop, P., Prokop, M., Tunnicliffe, S. D., & Diran, C. (2007). Children’s ideas of animals internal structures. Journal of Biological Education, 41(2), 62-67.
  • Prokop, P., Fanovicova, J., & Tunnicliffe, S. D. (2008). The effect of type of instruction on expression of children’s knowledge: how do children see the endocrine and urinary system? International Journal of Environmental & Science Education, 4(1), 75-93.
  • Prokop, P., Fanoviová, J., & Tunnicliffe, S. D. (2009). The effect of type of instruction on expression of children’s knowledge: how do children see the endocrine and urinary system? International Journal of Environenmental Science Education, 4, 75-93.
  • Reiss, M. J., & Tunnicliffe, S. D. (2001). Students’ understandings of human organs and organ systems. Research of Science Education, 31, 383-399.
  • Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., Jarman, R., Jonsson, S., Manokore, V., Marchenko, N., Mulemwa, J., Novikova, T., Otuka, J., Teppa, S., Rooy, W. V. (2002). An international study of young peoples’ drawings of what is inside themselves. Journal of Biology Education, 36, 58-64.
  • Reiss, M. J. & Tunnicliffe, S. D. (1999). Children’s knowledge of the human skeleton. Primary Science Review, 60, 7-10.
  • Tunnicliffe, S. D., & Reiss, M. J. (1999). Students' understandings about animal skeletons. International Journal of Science Education, 21, 1187-1200.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Öykü Dulun 0000-0002-2808-5929

Yayımlanma Tarihi 31 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 3 Sayı: 2

Kaynak Göster

APA Dulun, Ö. (2019). SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS. Anadolu Öğretmen Dergisi, 3(2), 111-125. https://doi.org/10.35346/aod.615132
AMA Dulun Ö. SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS. AOD. Aralık 2019;3(2):111-125. doi:10.35346/aod.615132
Chicago Dulun, Öykü. “SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS”. Anadolu Öğretmen Dergisi 3, sy. 2 (Aralık 2019): 111-25. https://doi.org/10.35346/aod.615132.
EndNote Dulun Ö (01 Aralık 2019) SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS. Anadolu Öğretmen Dergisi 3 2 111–125.
IEEE Ö. Dulun, “SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS”, AOD, c. 3, sy. 2, ss. 111–125, 2019, doi: 10.35346/aod.615132.
ISNAD Dulun, Öykü. “SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS”. Anadolu Öğretmen Dergisi 3/2 (Aralık 2019), 111-125. https://doi.org/10.35346/aod.615132.
JAMA Dulun Ö. SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS. AOD. 2019;3:111–125.
MLA Dulun, Öykü. “SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS”. Anadolu Öğretmen Dergisi, c. 3, sy. 2, 2019, ss. 111-25, doi:10.35346/aod.615132.
Vancouver Dulun Ö. SECONDARY SCHOOL STUDENTS’ CONCEPTUALISATION OF HUMAN BODY ORGAN SYSTEMS. AOD. 2019;3(2):111-25.