FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FERMENTASYON KONUSUNDAKİ YANLIŞ ÖĞRENMELERİNİN ARAŞTIRILMASINA YÖNELİK BİR ÇALIŞMA

Öz

Anahtar Kelimeler

• fermentasyon, solunum, yanlış öğrenme

Kaynakça

1. Amir, R. & Tamir, P. (1994). In dept analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher, 56, 94-100.
2. Anderson, C. W. & Smith, E. L. (1987). Teaching Science. In V. Richardson-Koehler (Eds.), Educators’ handbook: A research perspective (pp. 84-111). White Plains, NY: Longman.
3. Anderson, C. W., Sheldon, T. H. & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching. 27, 761-776.
4. Ausubel, D. (1963). Educational psychology: A cognitive view, New York: Holt, Rinehart, and Winston.
5. Ayas, A., Çepni, S., Johnson, D. & Turgut, M. F. (1997). Kimya öğretimi. Ankara: YÖK/Dünya Bankası, Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Oğretmen Eğitimi Yaymlaı'ı.
6. Başar, V. (1992). Ortaokullar İçin Uygulamalı (Projeli) Fizik (Fen) Öğretimi-Ödevleri-Sergi ve Yarışmaları, MEB Yayınlan, İstanbul.
7. Bozan, M. & Küçüközer, H. (2007). Elementary school students’ errors in solving problems related to pressure subjects. Elementary Education Online, 6(l), 24-34.
8. Bromby, M. (1979). Problems in leanıing the concept of natural selection. Journal of Biological Education, 13, 110-122.

9. Bromby, M. (1984). Misconceptions about the concept of natural selection. Science Education, 68, 493-503.
10. 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.
11. Brooks, M. G. & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, November, 18-24.
12. Canpolat, N. (2006). Turkish undergraduates’ misconceptions of evaporation, evaporation rate, and vapour pressure. International Journal of Science Education, 28, 1757-1770.
13. 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.
14. Chambers, S. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
15. Cho, H., Kahle, J. B. & Nordland, F. H. (1985). An investigation of high school textbooks as source of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707-719.
16. Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW., School of Education Studies, The University of New South Wales, Australia, URL: http:/lwww.uog.edulcoeled451/tI-IEORY/LoadTheoryl.pdf.
17. Çakıcı, Y. (2005). Exploring turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27, 79—100.
18. çetin, E. T. (1983). Endüstriyel Mikrobiyoloji. İstanbul : İ. Ü. Tıp Fak. Vakfı-BAYDA Yayıncıhk,
19. Driver, R. & Easley, J. (1978). Pupils and paradigms; a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
20. Driver, R. & Erickson, G. (1983). Theories in action: Some theoretical and empirical issues in the study of Students’ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
21. Ebenezer, J. V. & Fraser, M. D. (2001). First year chemical engineering students’ conception of energy in solution processes: Phenomenographic categories for common knowledge construction. Science Education, 85, 509—535.
22. Fisher, K. M. & Lipson, J. I. (1986). Twenty questions about student errors. Journal of Research in Science Teaching, 23(9), 783- 803.
23. Friedler, Y., Amir, R. & Tamir, P. (1987). High school students’ difŞculties in understanding osmosis. International Journal of Science Education, 9, 541-551.
24. Gagatsis, A. & Kyriakides, L. (2000). Teachers’ attitudes towards their pupils’ mathematical errors. Educational Research and Evaluation, 6(1), 24-58.
25. Gilbert, J. K., Osborne, P. J. & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66, 623-633.
26. Graham, L.E., Graham, J .M. & Wilcox, L.W. (2004). (Ed: K. Işık). Bitki Biyolojisi, Ankara: Palme yayıncılık,
27. Griffiths, A. K. & Grant, B. A. C. (1985). High school students understanding of food webs: Identification of learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22, 421-436.
28. Griffiths, A. K. & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
29. Holt, B. G. (1991). Science with young children. Washington: National Association For The Education of Young Children.
30. Kaçar, B., Katkat, V. & Öztürk, Ş. (2006). Bitki fizyolojisi, Ankara: Nobel yay1n dağıtım,
31. Kadıoğlu, A. & Kaya, Y. (2005). Genel Botanik, Trabzon: Esen Ofset Matbaacılık.
32. Kadıoğlu, A. (2007). Bitki Fizyolojisi, Esen Trabzon: Ofset Matbaacıhk.
33. Kaptan, F. & Korkmaz, H. (2001). Fen Eğitiminde Probleme Dayalı Öğrenme Yaklaşınu, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 185-192.
34. Keton, W. T. & Gould, J. L. (Ed: A. Demirsoy, İ. Türkan, E. Gündüz). (2003). Genel Biyoloji I. Palme Yaymcılık, Ankara.
35. Karp. G. (1996). Cell and Molecular Biology. John Wiley& Sons Publishers, 5, 177-80.
36. Koyuncu, A. Ç., Kavas, B., Tiryaki, N. & Salmaner, V. (2006). Fen ve Teknoloji 8. Sımf Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
37. Laçin-Şimşek, C. & Tezcan, R. (2008), Çocukların fen kavramlarıyla ilgili düşüncelerinin gelişimini etkileyen faktörler, İlköğretim Online, 7(3), 569-577. [Online]: http:/lilkogretim—online.org.tr
38. Lawson, A. E. & Thompson L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
39. Looft, W. R. (1974). Animistic thought in children: Understanding of living across its associated attributes. The Journal of Genetic Psychology, 124, 235-240.
40. 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.
41. Marek, E. A. (1986a). They misunderstand, but they’II pass. The Science Teacher, 53(9), 32-35 .
42. Marek, E. A. (1986b). Understandings and misunderstandings of biological concepts. The American Biology Teacher, 48, 37-40.
43. MEB Tebliğler Dergisi, (2000). Fen Bilgisi Dersi Öğretim Programı, Sayı No: 2518, Ankara.
44. Nakiboğlu, C. & Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry. Journal of Chemical Education, 83, 1712-1718.
45. Odom, A. L. & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32, 45—61.
46. Osborne, R. J., Bell, B. F. & Gilbert, J. K. (1983). Science teaching and children’s views of the world. European Journal of Science Education, 5(1), 1-14.
47. Pardo, J. Q. & Partoles, J. J. S. (1995). Students and teachers misapplication of Le Chatelier’s principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32(9), 939-957.
48. Pfundt, H. & Duit, R. (2005). Bibliography: students’ alternative frameworks and science education. 4th ed. (Kiel, IPN).
49. Pittman, K. M. (1999). Student-generated anologies: another way of knowing. Journal of Research in Science Teaching, 36, 1-22.
50. Prater, M. A. (1993). Teaching concepts: procedures for the design and delivery of instruction. Remedial and Special Education, I4(5), 51-66.
51. Raven, P., Evert, R. F. & Eichhorn, S. E. (1999). Biology of Plants, Sixth Edition, Worth Publishers.
52. Sadler, P. M. (1998). Psychometric models of student conception in science: reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35, 265-296.
53. Sağdıç, D., Bulut, Ö. & Korkmaz, S. (2006). Orta öğretim 3. Sınıf Biyoloji Ders Kitabı, Milli Eğitim Bakanhğı Ders Kitapları Dizisi.
54. Sander, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919-934.
55. Smith, E. L. & Anderson, C. W. (1984). Plants as a Producers. Journal of Research in Science Teaching, 21, 685-698.
56. 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.
57. Stefanich, G. P. & Rokusek, T. (1992). An analysis of computational errors in the use of division algorithms by fourth-grade students. School Science and Mathematics, Academic Research Library, 92(4), 201-205 .
58. Stewart, J ., Hafner, B. & Dala, M. (1990). Students’ alternative views of meiosis. The American Biology Teacher, 52, 228-232.
59. Storey, R. D. (1991). Textbook errors and misconceptions in biology: Cell metabolism. The American Biology Teacher, 53, 339- 343.
60. 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.
61. Tekkaya, C., Çapa, Y. & Yılmaz, Ö. (2000). Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yamlgılan. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 140-147.
62. Tekkaya, C., & Balcı, S. (2003). Öğrencilerin fotosentez ve bitkilerde solunum konularındaki kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 24, 101-107.
63. Valencia, S. W. & Wixson, K. K. (1991). Diagnostic teaching. The Reading Teacher; Academic Research Library, 44(6), 420
64. Von Glasersfeld, E. (1995). A consructivist approach to teaching. In, L. P. Steffe and J. Gale (Eds.) Consructivism in education (3-15). New Jersey: Lawrence Erlbaum.
65. Wandersee, J. H., Mintzes, J. J. & Novak, J. D. (1994). Research on alternative conceptions in science. In: Gabel D L (Eds.), Handbook Of Research On Science Teaching And Learning. A Project Of The National Science Teachers Association. (pp 177-210) New York. Macmillan.
66. Webb, P. & Boltt, G. (1990). Food chain to food webb: a natural progression. Journal of Biological Education, 24, 187-190.
67. Yip, D. Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32, 207-215.
68. YÖK (1997). Fen Bilgisi öğretimi, Öğretmen Eğitimi Dizisi, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Oncesi Öğretmen Eğitimi, Ankara.
69. Yürük, N. & Çakır, Ö. S. (2000); Lise öğrencilerinde oksijenli ve oksijensiz solunum konusunda görülen kavram yanılgılarımn saptanması. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 18, 185-191.
70. Zukerman, J. T. (1994). Problem solvers’ conceptions about osmosis. The American Biology Teacher, 56, 22-25.