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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

Yıl 2011, Cilt: 1 Sayı: 1, 1 - 22, 01.10.2011

Öz

Kaynakça

  • 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.
  • 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.
  • 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.
  • 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).
  • 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.
  • 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.
  • Basaran, A. (1999). Tıbbi biyoloji ders kitabı [Medical biology textbook] (extended 5th ed.). Bursa: Gunes & Nobel Medical Bookstores.
  • 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.
  • 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.
  • 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.
  • Carvalho, G. S., & Clement, P. (2007). Relationships between digestive, circulatory and urinary systems in Portuguese primary textbooks. Science Education International, 18(1), 15-24.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. The American Biology Teacher, 63(4), 271-279.
  • 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.
  • Erden, M., & Akman, Y. (1996). Eğitim psikolojisi [Educational psychology]. Ankara: Arkadaş Yayinevi.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Ilkorucu-Gocmencelebi, Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia Social and Behavioral Sciences, 2, 2681-2684.
  • 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.
  • 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.
  • 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.
  • 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.
  • Kaya, O. N., Dogan, A., & Ocal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • 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.
  • Korkmaz, H. (2004). Fen ve teknoloji eğitiminde alternatif değerlendirme yaklaşımları [Alternative assessment approaches in science and technology education]. Ankara: Yeryuzu Publishing.
  • Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283-293.
  • 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.
  • Mathai, S., & Ramadas, J. (2009). Visuals and visualisation of human body systems. International Journal of Science Education, 31(3), 439-458.
  • 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.
  • 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.
  • Ozden, M. (2003). Anatomi ve fizyoloji [Anatomy and physiology]. Ankara: Feryal Printing House.
  • 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.
  • 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.
  • 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
  • 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.
  • 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.
  • Reiss, M. J., & Tunnicliffe, S. D. (2001). Students' understandings of human organs and organ systems. Research in Science Education, 31(3), 383-399.
  • 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.
  • Rowlands, M. (2004). What do children think happens to the food they eat? Journal of Biological Education, 38(4), 167-171.
  • 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.
  • Smith, T. (Ed.). (1995). The human body: An illustrated guide to its structure, function and disorders. London: Dorling Kindersley Ltd.
  • 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.
  • 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.
  • 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.
  • 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.
  • Tunnicliffe, S. D., & Reiss, M. J. (1999). Students’ understandings about animal skeletons. International Journal of Science Education, 21(11), 1187-1200.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
Yıl 2011, Cilt: 1 Sayı: 1, 1 - 22, 01.10.2011

Öz

Kaynakça

  • 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.
  • 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.
  • 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.
  • 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).
  • 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.
  • 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.
  • Basaran, A. (1999). Tıbbi biyoloji ders kitabı [Medical biology textbook] (extended 5th ed.). Bursa: Gunes & Nobel Medical Bookstores.
  • 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.
  • 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.
  • 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.
  • Carvalho, G. S., & Clement, P. (2007). Relationships between digestive, circulatory and urinary systems in Portuguese primary textbooks. Science Education International, 18(1), 15-24.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. The American Biology Teacher, 63(4), 271-279.
  • 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.
  • Erden, M., & Akman, Y. (1996). Eğitim psikolojisi [Educational psychology]. Ankara: Arkadaş Yayinevi.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Ilkorucu-Gocmencelebi, Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia Social and Behavioral Sciences, 2, 2681-2684.
  • 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.
  • 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.
  • 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.
  • 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.
  • Kaya, O. N., Dogan, A., & Ocal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • 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.
  • Korkmaz, H. (2004). Fen ve teknoloji eğitiminde alternatif değerlendirme yaklaşımları [Alternative assessment approaches in science and technology education]. Ankara: Yeryuzu Publishing.
  • Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283-293.
  • 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.
  • Mathai, S., & Ramadas, J. (2009). Visuals and visualisation of human body systems. International Journal of Science Education, 31(3), 439-458.
  • 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.
  • 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.
  • Ozden, M. (2003). Anatomi ve fizyoloji [Anatomy and physiology]. Ankara: Feryal Printing House.
  • 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.
  • 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.
  • 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
  • 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.
  • 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.
  • Reiss, M. J., & Tunnicliffe, S. D. (2001). Students' understandings of human organs and organ systems. Research in Science Education, 31(3), 383-399.
  • 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.
  • Rowlands, M. (2004). What do children think happens to the food they eat? Journal of Biological Education, 38(4), 167-171.
  • 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.
  • Smith, T. (Ed.). (1995). The human body: An illustrated guide to its structure, function and disorders. London: Dorling Kindersley Ltd.
  • 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.
  • 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.
  • 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.
  • 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.
  • Tunnicliffe, S. D., & Reiss, M. J. (1999). Students’ understandings about animal skeletons. International Journal of Science Education, 21(11), 1187-1200.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Dr. Fatma Şaşmaz Ören Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 1 Sayı: 1

Kaynak Göster

APA Ören, D. F. Ş. (2011). 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. International Journal Of Biology Education, 1(1), 1-22.
AMA Ören DFŞ. 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. International Journal Of Biology Education. Ekim 2011;1(1):1-22.
Chicago Ören, Dr. Fatma Şaşmaz. “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”. International Journal Of Biology Education 1, sy. 1 (Ekim 2011): 1-22.
EndNote Ören DFŞ (01 Ekim 2011) 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. International Journal Of Biology Education 1 1 1–22.
IEEE D. F. Ş. Ören, “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”, International Journal Of Biology Education, c. 1, sy. 1, ss. 1–22, 2011.
ISNAD Ören, Dr. Fatma Şaşmaz. “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”. International Journal Of Biology Education 1/1 (Ekim 2011), 1-22.
JAMA Ören DFŞ. 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. International Journal Of Biology Education. 2011;1:1–22.
MLA Ören, Dr. Fatma Şaşmaz. “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”. International Journal Of Biology Education, c. 1, sy. 1, 2011, ss. 1-22.
Vancouver Ören DFŞ. 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. International Journal Of Biology Education. 2011;1(1):1-22.