An Analysis of Pre-Service Teachers’ Drawings about the Digestive System in terms of Their Gender, Grade Levels, and Opinions about the Method and Subject

Öz

Anahtar Kelimeler

• -

Kaynakça

1. Alkis, S., & Gulec, S. (2006). İlköğretim öğrencilerinin bulut kavramını algılamaları üzerine bir araştırma [A study on the primary school students’ perceptions of precipitation]. Marmara Geographical Review, 13, 113-124.
2. Atasoy, B., Kadayifci, H., & Akkus, H. (2007). Öğrencilerin çizimlerden ve açıklamalarından yaratıcı düşüncelerinin ortaya konulması (çizimler ve açıklamalar yoluyla yaratıcı düşünceler) [Exhibition of students’ creative thoughts from their drawings and explanations]. Journal of Turkish Educational Sciences, 5(4), 679-700.
3. Ayas, A., & Ozmen, H. (2002). Lise kimya öğrencilerinin maddenin tanecikli yapısı kavramını anlama seviyelerine ilişkin bir çalışma [A study of students' level of understanding of the particulate nature of matter at secondary school level]. Bogazici University Journal of Education, 19(2), 45–60.
4. Bakirci, H., Subay, S., Midyatli, F., & Unsan, N. (2010). Ilköğretim ikinci kademe öğrencilerinin bazı fen kavramlarıyla ilgili düşüncelerinin sınıf seviyesine göre incelenmesi [Analysis of 6th, 7th and 8th grade students’ ideas on some science concepts]. Abant Izzet Baysal University Journal of Faculty of Education, 10(1).
5. Balci, A. (2007). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. [The research methods, techniques and principles in social sciences] (extended 6th ed.). Ankara: Pegem A Publishing.
6. Bartoszeck, A. B., Machado, D. Z., & Amann-Gainotti, M. (2008). Representations of internal body image: A study of preadolescents and adolescent students in Araucaria, Paraná, Brazil. Ciências & Cognição, 13(2), 139-159.
7. Basaran, A. (1999). Tıbbi biyoloji ders kitabı [Medical biology textbook] (extended 5th ed.). Bursa: Gunes & Nobel Medical Bookstores.
8. Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research In Science Teaching, 45(3), 346-372.

9. Bozkurt, E. (2007). Bilimsel araştırma ile ilgili temel kavramlar [Basic concepts about scientific research]. In D. Ekiz (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods]. Istanbul: Lisans Publishing.
10. Canbulat, T., & Sasmaz-Oren, F. (2009). Effectiveness of drawing method in determination of conceptual faults [Kavram yanılgılarının tespitinde çizim yönteminin etkililiği]. Paper presented at New Trends in Education-V: Nature of Learning and Assessment Symposium, Private Tevfik Fikret Schools, April, Izmir-Turkey.
11. Carvalho, G. S., & Clement, P. (2007). Relationships between digestive, circulatory and urinary systems in Portuguese primary textbooks. Science Education International, 18(1), 15-24.
12. Cerrah, L., Ozsevgec, T., & Ayas, A. (2005). Biyoloji öğretmen adaylarının lise II öğretim programı konusundaki bilgi düzeyleri: Trabzon örneklemi [Knowledge level of biology teacher candidates about educational program for high school class II: Trabzon sample]. İnönü University Journal of the Faculty of Education, 6(9).
13. Cerrah-Ozsevgec, L. (2007). What do Turkish students at different ages know about their ınternal body parts both visually and verbally? Journal of Turkish Science Education, 4(2), 31-44.
14. Chin, C., & Teou, L. Y. (2010). Formative assessment: Using concept cartoon, pupils' drawings, and group discussions to tackle children's ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.
15. Calik, M., Ayas, A., & Unal, S. (2006). A cross-age study on students’ conceptions of dissolution [Çözünme kavramıyla ilgili öğrenci kavramalarının tespiti: bir yaşlar arası karşılaştırma çalışması]. Gazi University Journal of Turkish Educational Sciences, 3(4), 1–15.
16. Cetin, O., & Gunay, Y. (2007). The effect of constructivist theory on students’ achievement and their way of constructing knowledge in science education [Fen öğretiminde yapılandırmacılık kuramının öğrencilerin başarılarına ve bilgiyi yapılandırmalarına olan etkisi]. Education and Science, 32(146), 24-38.
17. Dalgic, N., Hizel, S., & Kose, M. R. (1998). Ankara’nın on merkez ilçesinde anne sütü ile ilgili bilgi tutum ve davranışlarının incelenmesi [An examination of the attitudes and behaviors about breast milk in ten central districts of Ankara]. Journal of the Faculty of Medicine of Ankara University, 51(3), 137-143.
18. Demir, Y., Sipahi, S., Kahraman, S., & Yalcin, M. (2007). Preservice science teachers’ levels of awareness about topics, units and concepts in primary science curriculum [Fen bilgisi programı öğrencilerinin ilköğretim ikinci kademe fen bilgisi (fen ve teknoloji) müfredatındaki ünite, konu ve kavramlara dair farkındalık düzeyleri]. Kastamonu Education Journal, 15(1), 231-240.
19. Demirci-Guler, M. P. (2008). The opinion of preservice teachers’ what the most important subject is which should be learned in science and technology lessons [Sınıf öğretmeni adaylarının fen ve teknoloji dersinde öğrenilmesi gereken en önemli konunun ne olduğuna ilişkin düşünceleri (Kırşehir ili örneği)]. Ahi Evran University Journal of Kırsehir Education Faculty (JKEF), 9(1), 113-121.
20. Demirsoy, A. (1992). Basic rules of life: general biology/ general zoology [Yaşamın temel kuralları: genel biyoloji/genel zooloji] (vol-I/ part-II) (fourth edition). Ankara: Meteksan Publishing.
21. Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. The American Biology Teacher, 63(4), 271-279.
22. Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children’s drawings. International Journal of Science Education, 21(5), 485-497.
23. Erden, M., & Akman, Y. (1996). Eğitim psikolojisi [Educational psychology]. Ankara: Arkadaş Yayinevi.
24. Gultepe, M. B., Yildirim, O., & Sinan, O. (2008). The effect of instruction based on constructivist approach on 6th grade students’ achievement about respiration system [Solunum sistemi konusunun oluşturmacı yaklaşıma dayalı öğretiminin 6. sınıf öğrenci başarısına etkisi]. Elementary Education Online, 7(2), 522- 536.
25. Gumus, I., Demir, Y., Kocak, E., Kaya, Y., & Kirici, M. (2008). The effects of model-teaching on students’ success [Modelle öğretimin öğrenci başarısına etkisi]. Erzincan Journal of the Faculty of Education, 10(1), 65-90.
26. Gunes, M. H., & Gunes, T. (2005). Difficulties and their reasons in learning biology concepts in primary school students [İlköğretim öğrencilerinin biyoloji konularını anlama zorlukları ve nedenleri]. Gazi University Kırsehir Faculty of Education, 6(2), 169-175.
27. Gungor, B., & Ozgur, S. (2009). The courses of fifth-grade students misconceptions originated from didactic about digestive system [İlköğretim beşinci sınıf öğrencilerinin sindirim sistemi konusundaki didaktik kökenli kavram yanılgılarının nedenleri]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 149-177.
28. Guven, E., & Aydogdu, M. (2009). The effectiveness of the portfolio on achievement and performance in the “systems of body structures” unit in the sixth grade science and technology lesson [Portfolyonun 6. sınıf fen ve teknoloji dersi vücudumuzda sistemler ünitesinde başarı ve kalıcılığa etkisi]. Journal of Turkish Science Education, 6(2), 115-128.
29. Ilkorucu-Gocmencelebi, Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia Social and Behavioral Sciences, 2, 2681-2684.
30. Joung, Y. J., & Gunstone, R. (2010). Children’s typically-perceived-situations of force and no force in the context of Australia and Korea. International Journal of Science Education, 32(12), 1595-1615.
31. Kara, I. (2007). Revelation of general knowledge and misconceptions about Newton’s laws of motion by drawing method. World Applied Sciences Journal, 2 (S), 770-778.
32. Kara, I., Erduran-Avcı, D., & Cekbas, Y. (2008). Investigation of the science teacher candidates’ knowledge level about the concept of light [Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması]. Mehmet Akif Ersoy University Journal of Education Faculty, 8(16), 46-57.
33. Karamustafaoglu, S., Karamustafaoglu, O., & Yaman, S. (2005). Fen ve teknoloji eğitiminde kavram öğretimi [Teaching concepts in science and technology education]. In M. Aydoğdu, & T. Kesercioglu (Eds.), İlköğretimde fen ve teknoloji öğretimi [Elementary Science and Technology Teaching], Ankara: Ani Publishing.
34. Kaya, O. N., Dogan, A., & Ocal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
35. Kendrick, M., & Mckay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
36. Korkmaz, H. (2004). Fen ve teknoloji eğitiminde alternatif değerlendirme yaklaşımları [Alternative assessment approaches in science and technology education]. Ankara: Yeryuzu Publishing.
37. Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283-293.
38. Kurtcuoglu, S. (2007). Effect of multiple intelligences based instruction on tenth grade students’ academic achievement in biology [Lise II. sınıf biyoloji dersi sindirim sistemi konusunda uygulanan çoklu zeka kuramının öğrencilerin başarılarına etkisi]. Unpublished Master’s Thesis, Gazi University, Ankara, Turkey.
39. Mathai, S., & Ramadas, J. (2009). Visuals and visualisation of human body systems. International Journal of Science Education, 31(3), 439-458.
40. Moseley, C., Desjean-Perrotta, B., & Utley, J. (2010). The Draw-An-Environment Test Rubric (DAET-R): exploring pre-service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189-208.
41. Ormanci, U. & Sasmaz-Oren, F. (2010). A scoring study on the use of concept cartoons, drawings, word association test and concept maps for assessment-evaluation purposes. [Kavram karikatürleri, çizim, kelime ilişkilendirme testi ve kavram haritalarının ölçme-değerlendirme amaçlı kullanımına yönelik bir puanlama çalışması.] Paper presented at International Conference on New Horizons in Education, June, North Cyprus.
42. Ozden, M. (2003). Anatomi ve fizyoloji [Anatomy and physiology]. Ankara: Feryal Printing House.
43. Patrick, P. G., & Tunnicliffe, S. D. (2010). Science teachers’ drawings of what is inside the human body. Journal of Biological Education, 44(2), 81-87.
44. Pektas, M., Turkmen, L., & Solak, K. (2006). The effect of computer assisted instruction in the learning of urinary system and digestive system units for the science teacher candidates [Bilgisayar destekli öğretimin fen bilgisi öğretmen adaylarının sindirim sistemi ve boşaltım sistemi konularını öğrenmeleri üzerine etkisi]. Kastamonu University Kastamonu Education Journal, 14(2), 465-472.
45. Popov, O., Zackrisson, I., & Olofsson, K.U. (2001). Communicating physics in drawings and words: The case of prospective science teachers. Department of mathematics, technology and science education, teacher education, http://www.educ.umu.se/~popov/publications/drawings%20and%20words.pdf University. Retrieved on January 31, 2011, from
46. Prokop, P., & Fanèovièová, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
47. 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.
48. Reiss, M. J., & Tunnicliffe, S. D. (2001). Students' understandings of human organs and organ systems. Research in Science Education, 31(3), 383-399.
49. Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G., Chen, S. Y., Jarman, R., Jónsson, 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 Biological Education, 36(2), 58-64.
50. Rowlands, M. (2004). What do children think happens to the food they eat? Journal of Biological Education, 38(4), 167-171.
51. Saka, A. & Ayas, A. (2002). Öğrencilerin “mikrop” kavramı ile ilgili düşüncelerinin yaşlara göre değişimi [The change by age in students’ ideas about the “germ” concept]. M.U. the Journal of Education Sciences of Ataturk Education Faculty, 16, 139-148.
52. Smith, T. (Ed.). (1995). The human body: An illustrated guide to its structure, function and disorders. London: Dorling Kindersley Ltd.
53. Tasdemir, A., & Demirbas, M. (2010). İlköğretim öğrencilerinin fen ve teknoloji dersinde gördükleri konulardaki kavramları günlük yaşamla ilişkilendirebilme düzeyleri [Elementary students’ levels of associating science and technology subjects with daily life]. International Journal of Human Sciences, 7(1), 124-148.
54. Teixeira, F. M. (2000). What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. International Journal of Science Education, 22(5), 507-520.
55. Trundle, K. C., Atwood, R. K., Christopher, J. E., & Sackes, M. (2010). The effect of guided inquiry-based instruction on middle school students’ understanding of lunar concepts. Research in Science Education, 40, 451-478.
56. Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi- experimental study. Computers & Education, 54, 1078-1088.
57. Tunnicliffe, S. D., & Reiss, M. J. (1999). Students’ understandings about animal skeletons. International Journal of Science Education, 21(11), 1187-1200.
58. Tumer, A. (2004). Hayvanlar ve diğer heterotroflarda besin alınması ve işlenmesi [Food intake and processing in animals and other heterotrophs]. In A. Demirsoy, I. Turkan, & E. Gunduz (Eds.), Genel biyoloji [General biology]. Ankara: Palme Publishing.
59. Ugur, U. K. (2010). The determination of the high school student’s misconceptions related with the digestive system by two tier test [Lise öğrencilerinin sindirim sistemi ile ilgili kavram yanılgılarının iki aşamalı testler ile tespit edilmesi]. Unpublished Master’s Thesis, Selcuk University, Konya, Turkey.
60. Uzunkavak, M. (2009a). Comparison of students’ knowledge about Newton’s Laws by writing and drawing method [Öğrencilerin Newton kanunları bilgilerinin yazı ve çizim metoduyla karşılaştırılması]. SDU International Journal of Technologic Sciences,, 1(1), 29-40.
61. Uzunkavak, M. (2009b). Revealing discrimination skills of students between positive and negative work by writing and drawing method [Öğrencilerin iş kavramında pozitiflik-negatiflik ayrımı becerilerinin yazı ve çizim metoduyla ortaya çıkarılması]. SDU International Journal of Technologic Sciences,1(2), 10-20.
62. Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching & Teacher Education, 12(3), 303-313.
63. Yorek, N. (2007). Determination of student conceptual understanding of cell using student drawings at grades 9 and 11 [Öğrenci çizimleri yoluyla 9. ve 11. sınıf öğrencilerinin hücre konusunda kavramsal anlama düzeylerinin belirlenmesi]. Dokuz Eylul University Journal of Buca Faculty of Education, 22, 107-114.