The Effect of Experimental Study Method on Teaching Basic Microbiology Concepts

Yıl 2020, , 315 - 333, 05.06.2020

Esin Atav Dilek Sultan Acarlı

https://doi.org/10.14686/buefad.536955

Cited By: 1

Öz

In this study, the effects
of experimental applications in the teaching of basic concepts in microbiology
have been investigated. The study was conducted with 32 pre-service teachers.
In the study, pre-service students’ understanding of the basic concepts of
microbiology, and the effects of microbiology applications on their learning
were investigated by a concept test with a pre-test post-test application.
Before each experimental application, the pre-service teachers were asked to
define the basic concepts in the pre-test concept test. Then, the experimental
application was carried out and two weeks later, they were asked to define the
same concepts once more. The answers to the concepts in the pre-test and
post-test were evaluated with the aid of the qualitative data analysis program
maxQDA. Constructive content analysis method was used in the analysis of the
data and the pre-test and post-test scores of pre-service teachers was compared
by using "Wilcoxon Marked Ranks Test", a nonparametric method. It was
determined that laboratory applications were effective on pre-service teachers
in obtaining accurate information about concepts they previously did not know
and in correcting their misconceptions, if they had any.

Anahtar Kelimeler

Biology teaching, Misconception, Microbiology applications

Kaynakça

• Amir, R., & Tamir, P. (1994). Indept analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher, 56, 94-100.
• Anderson, O.R. (1992). Some interrelationships between constructivist models of learning and current neurobiological theory, with ımplications for science education. Journal of Research and Science Teaching, 29, 1037-1058.
• Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college on majors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27, 761-776.
• Atav, E., Erdem, E., Yılmaz, A., & Gücüm, B. (2004). Enzimler konusunun anlamlı öğrenilmesinde analoji oluşturmanın etkisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 21-29.
• Bahar, M. (2003) Misconceptions in biology education and conceptual change strategies. Kuram ve Uygulamada Eğitim Bilimleri, 3(1), 55-64.
• Bahar, M., Johnstone, H. A. & Hansell, M. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-87.
• Bell, B. F., Gilbert, Y. K., & Osborne, R. J. (1983). Science teaching and children's view of the world. Journal of in Science Teaching, 5, 1-14.
• 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.
• Brown, D. E., (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29(1), 17-34.
• Büyüköztürk, Ş. (2006). Veri Analizi El Kitabı. Pegem A Yayıncılık, Ankara.
• Canpolat, N., Pınarbaşı, T., Bayrakçeken S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 135-146. Caramazza, A., MC Closkey, M., & Green, B. (1981). Curvilinear motion in the absence of external forces. Science, 210, 1130-1141.
• 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.
• Coştu, B., Karataş, F.Ö., & Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 33-48.Colburn, A. (2000). Constructivism: Science education’s “grand unifying theory”. The Clearing House, 74(1), 9-12.
• Çakıcı, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27, 79–100.
• Çaycı, B., Demir, M. K., Başaran, M., & Demir, M. (2007). Sosyal bilgiler dersinde işbirliğine dayalı öğrenme ile kavram öğretimi. Kastamonu Eğitim Dergisi, 15(2), 619-630.
• Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views? Educational Research and Reviews, 7(3), 61-71.
• Dikmenli, M., Türkmen, L., Çardak, O., & Kurt, H. (2005). Biyoloji öğretmen adaylarının bazı genel biyoloji konularındaki kavram yanılgılarının iki aşamalı çoktan seçmeli bir araç ile belirlenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 17, 365-370.
• Dumais, N., & Hasni, A. (2009). High school intervention for influenza biology and epidemics/pandemics: Impact on conceptual understanding among adolescents. Life Sciences Education, 8, 62-71.
• Eryılmaz, A., & Tatlı, A. (2000). ODTÜ öğrencilerinin mekanik konusundaki kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 93-98.
• Fensham, P. (1988). Development and dilemmas in science education. The Falmer Press. First Published.
• Fisher, K.M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22(1), 53-62.
• Gilbert, J.K, Osborne, R.J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Educations, 66(4), 623-633.
• Gonzalez, F.M. (1997). Diagnosis of Spanish primary school student’s common alternative science concepts. School Science and Mathematics, 97(2), 68-74.
• Gökdere, M., & Orbay, M. (2005). Fen bilgisi öğretmen adaylarının mekanik kavramlarını anlama düzeylerinin değerlendirilmesi, XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, 28-30 Eylül 2005 Denizli.
• Güneş, T., Güneş, H. & Çelikler, D. (2006). Fen bilgisi öğretmenliği programı biyoloji II ders konularının öğretilmesinde kavram haritası kullanımının öğrenci başarısı üzerine etkileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 39-49.
• Güneş, T., Şener Dilek, N., Demir, E.S., Hoplan, M., & Çelikoğlu, M. (2010). Öğretmenlerin kavram öğretimi, kavram yanılgılarını saptama ve giderme çalışmaları üzerine nitel bir araştırma. International Conference on New Trends in Education and Their Implications, 11-13 November, 2010 Antalya-Turkey.
• Huddle, P.A., & Pillay, A.E. (1996). An in depth study of misconceptions in stoichiometry and chemical equilibrium at a South African University. Journal of Research in Science Teaching. 33(1), 65-77.
• Kılıç, D., & Sağlam, N. (2014). Students’ understanding of genetics concepts: The effect of reasoning ability and learning approaches. Journal of Biological Education, 48 (2), 63-70.
• Kılıç, D., Atav, E., & Sağlam, N. (2006). 9. sınıf öğrencilerinin somatik ve eşey hücreleri kavramlarını anlama düzeyleri. 7. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, G.Ü., Ankara, 7-9 Eylül 2006.
• Kinchin, I.M., Deleij, F.A.A.M., & Hay, D.B. (2005). The evolution of a collaborative concept mapping activity for undergraduate microbiology students. Journal of Further and Higher Education, 29(1), 1-14.
• Kurt, H.,& Ekici, G. (2013). Biyoloji öğretmen adaylarının “bakteri” konusundaki bilişsel yapılarının ve alternatif kavramlarının belirlenmesi. Turkish Studies, 8(8), 885-910.
• Larson, E., Ferng, Y., Wong, J., Alverez-Cid, M., Barrett, A., Gonzalez, M. J., Wang, S., & Morse, S. S. (2009). Knowledge and misconceptions regarding upper respiratory ınfections among urban Hispanic households: Need for targeted messaging. Journal of Immigrant Minority Health, 11, 71-82.
• 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.
• Mayring, P. (2002). Einführung in die qualitative sozialforschung. Beltz Verlag. Weinheim und Basel, 170S.
• Nakhleh, M.B., & Krajcik, J.S. (1994). Influence of levels of ınformation as presented by different technologies on students’ understanding of acid, base and pH concepts. Journal of Research in Science Teaching, 34(10), 1077-1096.
• Novak, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
• Odom, A.L. (1995) Secondary and college biology student’s misconceptions about diffusion and osmosis. American Biology Teacher, 57, 409-415.
• Özyürek, M. (1983). Kavram öğrenme ve öğretme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 16 (2), 347-366.
• Pines, L.A. & West, L.H.T. (1986). Conceptual understanding and science learning: An interpretation of research within a sources-of-knowledge framework. Science Education, 70(5), 583-604.
• Romine, W. L., Barrow, L. H., & Folk, W. R. (2013). Exploring secondary students' knowledge and misconceptions about influenza: Development, validation, and implementation of a multiple choice influenza knowledge scale. International Journal of Science Education, 35(11), 1874-1901.
• Romine, W., Siegel, M., & Roberts, T. (2009). Analyzing secondary science teachers ‘alternative conceptions related to avian influenza. Paper presentation at the National Association for Research in Science Teaching annual meeting, Garden Grove, CA.
• Sander, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919-934.
• Schoon, J.K., & Boone, J.W. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553-5688.
• Selvi, M. ve Yakışan, M. (2004). Üniversite birinci sınıf öğrencilerinin enzimler konusu ile i̇lgili kavram yanılgıları, Gazi Eğitim Fakültesi Dergisi, 24(2), 173-182.
• Senemoğlu, N. (2003). Gelişim öğrenme ve öğretim kuramdan uygulamaya, Ankara: Gazi Kitapevi.
• 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. Stewart, J., Hafner, D., & Dala, M. (1990). Students’ alternative views of meiosis. The American Biology Teacher, 52, 228-232.
• 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 yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 140-147.
• Tekkaya, C., & Balcı, S. (2003). Öğrencilerin fotosentez ve bitkilerde solunum konularındaki kavram yanılgılarının saptanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 101-107.
• Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science.International Journal of Science Education, 10(2), 159-169.
• Tsai, W.-C., & Huang, Y.-M. (2002). Mechanisms linking employee affective delivery and customer behavioral intentions. Journal of Applied Psychology, 87, 1001-1008.
• Uzunkaya, A. (2007). Kavram yanılgısı ve çoklu zekâ alanlarının ilişkilendirilmesine dayalı bir öğretimin kavram yanılgılarının giderilmesindeki etkisinin incelenmesi: Mikroorganizmalar, Yüksek Lisans Tezi, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Ortaöğretim Fen ve Matematik Alanlar Eğitimi Anabilim Dalı, Balıkesir.
• Venville, G., Gribble, S.J., & Donovan, J. (2005).An exploration of young children's understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89(4), 614-633.
• Willerman, M., & MacHarg, R.A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705-711.
• Yağbasan, R., & Gülçiçek, Ç. (2003). Fen öğretiminde kavram yanılgılarının karakteristiklerinin tanımlanması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(13), 102-120.
• Yakışan, M. (2008). Biyoloji öğretiminde bilgisayar animasyonlarının kullanılmasının öğrencilerin başarı, tutum ve kavram yanılgıları üzerine etkisi (hücre konusu örneği), Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü: Ankara.
• Yakışan, M., Yel, M. & Mutlu, M. (2009). Biyoloji öğretiminde bilgisayar animasyonlarının kullanılmasının öğrenci başarısı üzerine etkisi, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(2), 129-139.
• Yip, D.Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32, 207-215.
• Yürük, N., & Çakır, Ö.S. (2000). Lise öğrencilerinde oksijenli ve oksijensiz solunum konusunda görülen kavram yanılgılarının saptanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 185-19.