Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Sevgi Onay; Musa Dikmenli; Tuğçe Duran

doi:10.51535/tell.1475918

TR EN

Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Abstract

Studies show that students have difficulty understanding topics such as fruit formation, germination and seed dispersal. The concept of seed is perceived as a general concept by students and its boundaries cannot be drawn exactly. In this context, the study aimed to determine the misconceptions of 12th grade secondary school students about seeds by developing a four-tier concept diagnostic test. For this purpose, a four-tier multiple-choice seed concept diagnostic test was developed for 12th grade secondary school students. The four-tier seed concept diagnostic test consisted of 11 questions and had a 3-factor structure. As a result of the analysis, this test was found to be valid and reliable. 30 different misconceptions were revealed with the four-tier seed concept diagnostic test. The results of the study showed that approximately one fourth of the 12th grade secondary school students had misconceptions about the concept of seed, and the rate of three of the misconceptions was above 10%. This study, which was conducted on 12th grade secondary school students, should also be conducted on different sample groups, and various studies should be conducted to eliminate the misconceptions determined in this study.

Keywords

Plant seed, Four tier test, Misconception

Ethical Statement

For this article obtained ethics clearance from Necmettin Erbakan University Social and Human Sciences Scientific Research Ethics Committee Presidency. (Decision no:2022/462)

Thanks

We would like to thank our professors, experts in biology education, whose valuable opinions we received at various stages in the development of the Four-tier Seed Concept Diagnostic Test, for their contribution to the reliability of the study.

References

Akyurt, C., & Akaydin, G. (2009). Biyoloji öğretmen adaylarında bitkilerde madde taşınması konusundaki kavram yanılgıları. Kastamonu Education Journal, 17(1), 103-110.
Allebone, B. (1995). Children’s ideas about plants. Primary Science Review, 39, 20-23.
Amelia, M. (2023). Analysis of students misconceptions about reproduction in plants using a four-tier diagnostic test. Unpublished Doctoral Dissertation, Universitas Pendidikan Indonesia, Indonesia.
Arslan, H. Ö., Geban, Ö., & Sağlam, N. (2015). Learning cycle model to foster conceptual understanding in cell division and reproduction concepts. Journal of Baltic Science Education, 14(5), 670-684. https://doi.org/10.33225/jbse/15.14.670
Atchia, S. M. C., Chummun, D., & Luckho, S. (2022). Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: A case study. Journal of Biological Education. https://doi.org/10.1080/00219266.2022.2100452
Bell, B. (1981). What is a plant? - Some children’s ideas. New Zealand Science Teacher, 31(3), 10-14.
Bell, B. (1985). Students' ideas about plant nutrition: What are they? Journal of Biological Education, 19(3), 213-218. https://doi.org/10.1080/00219266.1985.9654731
Bozdağ, H. C., & Ok, G. (2018). Dört aşamalı kavramsal ölçme aracı ile sekizinci sınıf öğrencilerinin hücre bölünmeleri konusundaki bilgi farkındalıkları ile kavram yanılgılarının belirlenmesi. Sakarya University Journal of Education Faculty, 8(2), 202-223. https://doi.org/10.19126/suje.389668
Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers' conceptions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(7), 791-812. https://doi.org/10.1002/tea.20287
Bursal, M. (2017). SPSS ile temel veri analizleri. Anı Yayınları.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Yayınları.
Eryilmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Eurasian Journal of Educational Research (EJER), 40, 53-76.
Field, A. (2005). Discovering statistics using SPSS. Sage Pulications.
Haslam, F., & Treagust, D. F. (1987). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiplechoice instrument. Journal of Biological Education, 21(3), 203-211. https://doi.org/10.1080/00219266.1987.9654897
Haydari, V., & Costu, B. (2021). The effect of common knowledge construction model-based instruction on 5th grade students' conceptual understanding of biodiversity. Journal of Education in Science, Environment and Health (JESEH), 7(3), 182-199. https://doi.org/10.21891/jeseh.840798
Hershey, D. R. (2004). Avoid misconceptions when teaching about plants. Action Biocience. Retrieved December 27, 2023, from http://www.actionbioscience.org/education/hershey.html.
Hershey, D. R. (2005). More misconceptions to avoid when teaching about plants. American Institute of Biological Sciences. Retrieved December 27, 2023, from https://files.eric.ed.gov/fulltext/ED501356.pdf
Hestenes, D., & Halloun, I. (1995). Interpreting the force concept inventory: A response. Arizona State University, Tempe, AZ 85287-1504.
Hewson, P. W. (1996). Teaching for conceptual change. In D. E Treagust, R. Duit, & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 131-140). Teachers College Press.
Jewell, N. (2002). Examining children’s models of seed. Journal of Biological Education, 36(3), 116-122. https://doi.org/10.1080/00219266.2002.9655816
Kaltakci Gurel, D., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989-1008. https://doi.org/10.12973/eurasia.2015.1369a
Kaltakci, D. (2012). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Unpublished Doctoral Dissertation, Middle East Technical University, Türkiye.
Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education, 35(2), 238-260. https://doi.org/10.1080/02635143.2017.1310094
Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Nobel Akademik.
Kiray, S. A., & Simsek, S. (2021). Determination and evaluation of the science teacher candidates’ misconceptions about density by using four-tier diagnostic test. International Journal of Science and Mathematics Education, 19, 935-955. https://doi.org/10.1007/s10763-020-10087-5
Kıray, S. A., Aktan, F., Kaynar, H., Kılınc, S., & Gorkemli, T. (2015). A descriptive study of pre-service science teachers' misconceptions about sinking-floating. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1-28.
Kline, P. (1994). An easy guide to factor analysis. Routledge.
Landau, S., & Everitt, B. S. (2003). A handbook of statistical analyses using SPSS. Chapman & Hall/CRC.
Lim, H. L., & Poo, Y. P. (2021). A diagnosis of students’ misconceptions of photosynthesis and plant respiration. Asia Pacific Journal of Educators and Education, 36(1), 155-176. https://doi.org/10.21315/apjee2021.36.1.9
Lin, S. W. (2004). Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education, 2, 175-199. https://doi.org/10.1007/s10763-004-6484-y
Marmaroti, P., & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403. https://doi.org/10.1080/09500690500277805
Mauseth, J. D. (2009). Botany: An introduction to plant biology. Jones and Bartlett Publishers.
Ministry of National Education [MoNE] (2018). Ortaöğretim biyoloji dersi öğretim programı. Retrieved September 10, 2023, from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=361
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(1), 45-61. https://doi.org/10.1002/tea.3660320106
Özdamar, K. (2017). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi-IBM SPSS, IBM SPSS AMOS ve MINITAB uygulamalı. Nisan.
Parker, J. M., Anderson, C. W., Heidemann, M., Merrill, J., Merritt, B., Richmond, G., & Urban-Lurain, M. (2012). Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters. CBE-Life Sciences Education, 11(1), 47-57. https://doi.org/10.1187/cbe.11-07-0054
Reece, J. B., Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Jackson, R. B. (2010). Campbell biology. Pearson Education.
Roy, A., & Mohapatra, A. K. (2022). A gender-based investigation of Indian senior secondary students’ misconceptions about plant reproduction through concept inventory. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2287. https://doi.org/10.21601/ijese/12089
Sagdic, A., & Sahin, E. (2023). The role of microteaching on pre-service primary school science teachers’ conceptual understandings regarding phases of the moon. Journal of Education in Science, Environment and Health (JESEH), 9(1), 29-43. https://doi.org/10.55549/jeseh.1239054
Sesli, E., & Kara, Y. (2012). Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education, 46(4), 214-225. https://doi.org/10.1080/00219266.2012.688849
Södervik, I., Virtanen, V., & Mikkilä-Erdmann, M. (2015). Challenges in understanding photosynthesis in a university introductory biosciences class. International Journal of Science and Mathematics Education, 13(4), 733-750. https://doi.org/10.1007/s10763-014-9571-8
Svandova, K. (2014). Secondary school students’ misconceptions about photosynthesis and plant respiration: Preliminary results. Eurasia Journal of Mathematics, Science & Technology Education, 10(1), 59-67. https://doi.org/10.12973/eurasia.2014.1018a
Taban, T., & Kiray, S. A. (2022). Determination of science teacher candidates’ misconceptions on liquid pressure with four-tier diagnostic test. International Journal of Science and Mathematics Education, 20(8), 1791-1811. https://doi.org/10.1007/s10763-021-10224-8
Tamir, P., Gal-Choppin, R., & Nussinovitz, R. (1981). How do intermediate and junior high school students conceptualize living and nonliving. Journal of Research in Science Teaching, 18(3), 241-248. https://doi.org/10.1002/tea.3660180307
Taşlıdere, E. (2016). Lise öğrencilerinin mekanik dalgalar konusu kavram yanılgıları: öğrenciler bildikleri ve bilmediklerinin farkındalar mı?. Ondokuz Mayıs University Journal of Faculty of Education, 35(1), 63-86. https://doi.org/10.7822/omuefd.35.1.7
Tavakol, M., & Dennick, R. (2011) Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Americal Psychological Association.
Treagust, D. F. (1985, April). Diagnostic test to evaluate students’ misconceptions in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, French Lick Springs, Indiana.
Treagust, D. F. (2006). Diagnostic assessment in science as a means to improving teaching, learning and retention. UniServe Science - Symposium Proceedings: Assessment in science teaching and learning, Uniserve Science, Sydney, Australia, pp. 1-9.
Tunnicliffe, S., & Reiss, M. (2000). Building a model of the environment: How do children see plants? Journal of Biological Education, 34(4), 172-177. https://doi.org/10.1080/00219266.2000.9655714
Urey, M. (2018). Defining the relationship between the perceptions and the misconceptions about photosynthesis topic of the preservice science teachers. European Journal of Educational Research, 7(4), 813-826. https://doi.org/10.12973/eu-jer.7.4.813
Uzunhasanoğlu, Ö., Çakır, M., & Avcı, S. (2020). Biyoloji öğretmen adaylarının genel biyoloji kavram anlayışlarını ölçmek için iki aşamalı tanı testi geliştirilmesi ve uygulanması. Turkish Studies - Educational Sciences, 15(4), 2407-2423. https://dx.doi.org/10.47423/TurkishStudies.44131
Vitharana, P. R. K. A. (2015). Student misconceptions about plant transport-A Sri Lankan example. European Journal of Science and Mathematics Education, 3(3), 275-288.
Wang, J. R. (2004). Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education, 2, 131-157. https://doi.org/10.1007/s10763-004-9323-2
Wang, J. R. (2007). Students' thinking and alternative conceptions of transport systems in plants: A follow-up study. International Journal of Science and Mathematics Education, 5, 307-328. https://doi.org/10.1007/s10763-006-9038-7
Warwick, P., & Sparks-Linfield, R. (1996). Speeding up plant growth and children’s ideas. Primary Science Review, 43, 26-29.
Yangin, S., Sidekli, S., & Gokbulut, Y. (2014). Prospective teachers' misconceptions about classification of plants and changes in their misconceptions during pre-service education. Journal of Baltic Science Education, 13(3), 105-117. ISSN 1648-3898
Yong, A. G., & Pierce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
Yürük, N., Selvi, M., & Yakışan, M. (2011). The effect of metaconceptual teaching activities on pre-service biology teachers' conceptual understanding about seed plants. Educational Sciences: Theory and Practice, 11(1), 459-464.

Details

Primary Language

English

Subjects

Biology Education

Journal Section

Research Article

Authors

Sevgi Onay
0000-0003-4132-002X
Türkiye

Musa Dikmenli ^*
0000-0001-6501-9034
Türkiye

Tuğçe Duran
0000-0003-2428-7635
Türkiye

Early Pub Date

June 13, 2024

Publication Date

June 30, 2024

Submission Date

April 30, 2024

Acceptance Date

June 11, 2024

Published in Issue

Year 2024 Volume: 6 Number: 1

DOI

https://doi.org/10.51535/tell.1475918

IZ

https://izlik.org/JA74NE98CU

APA

Onay, S., Dikmenli, M., & Duran, T. (2024). Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test. Journal of Teacher Education and Lifelong Learning, 6(1), 253-270. https://doi.org/10.51535/tell.1475918

AMA

1.Onay S, Dikmenli M, Duran T. Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test. TELL. 2024;6(1):253-270. doi:10.51535/tell.1475918

Chicago

Onay, Sevgi, Musa Dikmenli, and Tuğçe Duran. 2024. “Determination of Secondary School Students’ Misconceptions About the Concept of Seed With the Four-Tier Misconception Diagnostic Test”. Journal of Teacher Education and Lifelong Learning 6 (1): 253-70. https://doi.org/10.51535/tell.1475918.

EndNote

Onay S, Dikmenli M, Duran T (June 1, 2024) Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test. Journal of Teacher Education and Lifelong Learning 6 1 253–270.

IEEE

[1]S. Onay, M. Dikmenli, and T. Duran, “Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test”, TELL, vol. 6, no. 1, pp. 253–270, June 2024, doi: 10.51535/tell.1475918.

ISNAD

Onay, Sevgi - Dikmenli, Musa - Duran, Tuğçe. “Determination of Secondary School Students’ Misconceptions About the Concept of Seed With the Four-Tier Misconception Diagnostic Test”. Journal of Teacher Education and Lifelong Learning 6/1 (June 1, 2024): 253-270. https://doi.org/10.51535/tell.1475918.

JAMA

1.Onay S, Dikmenli M, Duran T. Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test. TELL. 2024;6:253–270.

MLA

Onay, Sevgi, et al. “Determination of Secondary School Students’ Misconceptions About the Concept of Seed With the Four-Tier Misconception Diagnostic Test”. Journal of Teacher Education and Lifelong Learning, vol. 6, no. 1, June 2024, pp. 253-70, doi:10.51535/tell.1475918.

Vancouver

1.Sevgi Onay, Musa Dikmenli, Tuğçe Duran. Determination of Secondary School Students’ Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test. TELL. 2024 Jun. 1;6(1):253-70. doi:10.51535/tell.1475918

26172 20107

Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Ortaokul Öğrencilerinin Tohum Kavramına İlişkin Kavram Yanılgılarının Dört Aşamalı Kavram Yanılgısı Teşhis Testi ile Belirlenmesi

Abstract

Keywords

Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Abstract

Keywords

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite