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Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and Motivation

Yıl 2021, Cilt 4, Sayı 2, 169 - 184, 31.12.2021
https://doi.org/10.52134/ueader.989718

Öz

The purpose of this study is to investigate the effectiveness of the learning cycle instruction on preservice elementary teachers’ understanding of human circulatory system concepts, attitudes towards biology and motivations. The Human Circulatory System Concepts Test, Attitude Towards Biology Scale, Science Process Skills Test and Motivated Strategies for Learning Questionnaire were used to collect data. The test was administered to preservice elementary teachers in control and experimental groups. The quasi-experimental design was used as research design. The analysis of covariance revealed a statistically significant difference in favor of the experimental group after treatment. The learning cycle instruction was more effective when compared with teacher-centered instruction in eliminating the students’ misconceptions about the circulatory system. There was no significant effect of the learning cycle instruction on students’ attitudes towards biology and motivation. Students’ prior knowledge and science process skills were related to students’ science achievement. Teacher educators should provide preservice teachers with different opportunities of experiencing the learning cycle as a teacher in teacher education programs.

Kaynakça

  • Akpınar, E., Yıldız, E., Tatar, N., & Ergin, Ö. (2009). Students’ attitudes toward science and technology: An investigation of gender, grade level, and academic achievement. Procedia Social and Behavioral Sciences, 1(1), 2804-2808. doi:10.1016/j.sbspro.2009.01.498
  • Alkhawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371-385. doi:10.1080/02635140701535331
  • Almasri, F., Hewapathirana, G.I., Ghaddar, F., Lee, N., & Ibrahim, B. (2021) Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment. PLoS ONE 16(5). doi:10.1371/journal.pone.0251453
  • Arnaudin, M. W., & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: Across age study. Science Education, 69(5), 721-733. doi:10.1002/sce.3730690513
  • 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.
  • Atay, P. D. (2006). Relative influence of cognitive and motivational variables on genetic concepts in traditional and learning cycle classrooms (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Bıyıklı, C., & Yağcı, E. (2015). The effect of learning experiences designed according to 5E learning model on level of learning an attitude. Abant İzzet Baysal University Journal of Education Faculty, 15(1), 302-325.
  • Bleicher R. E. & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225. doi:10.1007/s10972-005-4861-1
  • Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers’ conceptions. Journal of Research in Science Teaching 46, 791–812. doi:10.1002/tea.20287
  • Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065. doi:10.1002/sce.20462
  • Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. http://www7.nationalacademies.org/bose/ Bybee_21st%20Century_Paper.pdf
  • Bybee, R., & Landes, N. M. (1990). Science for life and living: An elementary school science program from biological sciences ımprovement study (BSCS). The American Biology Teacher, 52(2), 92-98. doi:10.2307/4449042
  • Ceylan, E. (2008). Effects of 5E learning cycle model on understanding of state of matter and solubility concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Chow, S. J., & Yong, B. C. S. (2013). Secondary school students' motivation and achievement in combined science. Online Submission, US-China Education Review B, 3(4), 213-228.
  • Çakıcı, Y., Arıcak, O. T., & Ilgaz, G. (2011). Can attitudes toward biology course and learning strategies simultaneously predict achievement in biology. Eurasian Journal of Educational Research, 45, 31-48.
  • Çetin-Dindar, A. (2012). The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acid and bases concepts and motivation to learn chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Flores, I.M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1-19.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Garcia-Carmona, A., Criado, A. M., & Cruz-Guzman, M. (2017). Primary pre-service teachers’ skills in planning a guided scientific inquiry. Research in Science Education, 47(5), 989-1010. doi:10.1007/s11165-016-9536-8 Geban, Ö., Aşkar, P., & Özkan, I. (1992). Effect of computer simulated experiments and problem solving approaches on high school students. Journal of Educational Research, 86(1), 5-10. doi:10.1080/00220671.1992.9941821
  • Geban, Ö., Ertepınar, H., Yılmaz, G., Altın, A., & Şahbaz, F. (1994). Bilgisayar destekli egitimin ögrencilerin fen bilgisi basarılarına ve fen bilgisi ilgilerine etkisi [The effect of computer assisted education on students’ science achievement and science interest]. I. Ulusal Fen Bilimleri Egitimi Sempozyumu. Bildiri Özetleri Kitabı, 1-2, 9 Eylül Üniversitesi, İzmir.
  • Gök, G. (2014). The effect of 7E learning cycle instruction on 6th grade students’ conceptual understanding of human body systems, self-regulation, scientific epistemological beliefs, and science process skills (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Güzel, H. (2016). The effect of brightness of lamps teaching based on the 5E model on students’ academic achievement and attitudes. Educational Research and Reviews, 11(17), 1670-1678. doi:10.5897/ERR2016.291
  • Hanuscin, D.L., & Lee, M.H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20, 51-66. doi:10.1007/BF03173670
  • Kaygısız, G M., Uygun, N. & Uçar, F.M. (2020). The relationship between the levels of self-efficacy beliefs of pre-service teachers and their levels of determining suitable taxonomy, strategy, and method-technique for science objectives. Science Education International, 31(1), 117–126. doi:10.33828/sei.v31.i1.12
  • Kazempour, M., & Sadler, T.D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247-271. doi:10.1080/10476210.2014.996743
  • Kazempour, M., Amirshokoohi, A., & Blamey, K. (2020). Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers. European Journal of Science and Mathematics Education, 8(1), 67-75. doi:10.30935/scimath/9547
  • Kumandaş, B., Ateşkan, A. & Lane, J. (2018). Misconceptions in biology: a meta-synthesis study of research, 2000–2014, Journal of Biological Education, 53(4), 350-364, doi:10.1080/00219266.2018.1490798 Kurt, H. (2013). Determining biology student teachers’ cognitive structure on the concept of enzyme. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 211–243.
  • Kurt, H., Ekici, G., Aksu, Ö., & Aktaş, M. (2013). The most important concept of circulatory systems: Turkish biology student teachers’ cognitive structure. Educational Research and Reviews, 8(17), 1574-1593. doi:10.5897/ERR2013.1566
  • Lindgren, J.S., & Bleicher, R. (2005). Learning the learning cycle: The differential effect on elementary preservice teachers. School Science and Mathematics, 105, 61-72. doi:10.1111/j.1949-8594.2005.tb18038.x
  • Madden, K.R. (2011). The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom (Unpublished master’s thesis). Montana State University, Bozeman, Montana.
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  • Menon, D. & Sadler T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649-673, doi:10.1007/s10972-016-9479-y
  • Michael, J. A., Wenderoth, M. P., Modell, H. I., Cliff, W., Horwitz, B., McHale, P., Richardson, D., Silverthorn, D., Williams, S., & Whitescarver, S. (2002). Undergraduates’ understanding of cardiovascular phenomena. Advances in Physiology Education, 26(2), 72-84. doi:10.1152/advan.00002.2002
  • Modell, H., Michael, J., & Wenderoth, MP. (2005). Helping the learner to learn: The role of uncovering misconceptions. American Biology Teacher, 67, 20-26. doi:10.2307/4451776
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  • Özbudak, Z., & Özkan, M. (2014). The impact of instruction of phenotypic specialties of the human to academic success, attitude and the persistence. Uludag University Journal of Education Faculty, 27(1), 185-206.
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Öğretmen Adaylarının Dolaşım Sistemi Kavramlarını Anlamaları, Tutum ve Motivasyon

Yıl 2021, Cilt 4, Sayı 2, 169 - 184, 31.12.2021
https://doi.org/10.52134/ueader.989718

Öz

Bu çalışmanın amacı, öğrenme halkasına dayalı öğretimin öğretmen adaylarının insanda dolaşım sistemi konusunu öğrenmeleri, biyoloji dersine karşı tutumları ve motivasyonları üzerine olan etkisini incelemektir. İnsanda Dolaşım Sistemi Kavram Testi, Bilimsel İşlem Beceri Testi, Öğrenmede Güdüsel Stratejiler Anketi ve Biyoloji Dersi Tutum Ölçeği deney ve kontrol gruplarına veri toplama aracı olarak uygulanmıştır. Araştırma deseni olarak ön-test son-test kontrol gruplu desen kullanılmıştır. Analiz sonuçlarına göre, öğrencilerin insanda dolaşım sistemi konusunu öğrenmeleri üzerine öğrenme halkası modelinin öğretmen merkezli öğretim yöntemlerine göre daha etkili olduğu ortaya çıkmıştır. Öğrenme halkasına dayalı öğretim insanda dolaşım sistemi konusundaki kavram yanılgılarının giderilmesinde daha etkili olmuştur. Biyoloji dersine karşı tutum ve motivasyonları üzerine anlamlı bir etkisi olmadığı sonucuna varılmıştır. Öğrencilerin önceki bilgileri ve bilimsel süreç becerilerinin öğrenci başarısı ile ilişkili olduğu gösterilmiştir. Öğretmen adaylarına öğretmen eğitimi programlarında öğrenme halkasına dayalı etkinliklerle farklı öğrenme deneyimleri yaşatılmalıdır.

Kaynakça

  • Akpınar, E., Yıldız, E., Tatar, N., & Ergin, Ö. (2009). Students’ attitudes toward science and technology: An investigation of gender, grade level, and academic achievement. Procedia Social and Behavioral Sciences, 1(1), 2804-2808. doi:10.1016/j.sbspro.2009.01.498
  • Alkhawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371-385. doi:10.1080/02635140701535331
  • Almasri, F., Hewapathirana, G.I., Ghaddar, F., Lee, N., & Ibrahim, B. (2021) Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment. PLoS ONE 16(5). doi:10.1371/journal.pone.0251453
  • Arnaudin, M. W., & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: Across age study. Science Education, 69(5), 721-733. doi:10.1002/sce.3730690513
  • 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.
  • Atay, P. D. (2006). Relative influence of cognitive and motivational variables on genetic concepts in traditional and learning cycle classrooms (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Bıyıklı, C., & Yağcı, E. (2015). The effect of learning experiences designed according to 5E learning model on level of learning an attitude. Abant İzzet Baysal University Journal of Education Faculty, 15(1), 302-325.
  • Bleicher R. E. & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225. doi:10.1007/s10972-005-4861-1
  • Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers’ conceptions. Journal of Research in Science Teaching 46, 791–812. doi:10.1002/tea.20287
  • Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065. doi:10.1002/sce.20462
  • Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. http://www7.nationalacademies.org/bose/ Bybee_21st%20Century_Paper.pdf
  • Bybee, R., & Landes, N. M. (1990). Science for life and living: An elementary school science program from biological sciences ımprovement study (BSCS). The American Biology Teacher, 52(2), 92-98. doi:10.2307/4449042
  • Ceylan, E. (2008). Effects of 5E learning cycle model on understanding of state of matter and solubility concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Chow, S. J., & Yong, B. C. S. (2013). Secondary school students' motivation and achievement in combined science. Online Submission, US-China Education Review B, 3(4), 213-228.
  • Çakıcı, Y., Arıcak, O. T., & Ilgaz, G. (2011). Can attitudes toward biology course and learning strategies simultaneously predict achievement in biology. Eurasian Journal of Educational Research, 45, 31-48.
  • Çetin-Dindar, A. (2012). The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acid and bases concepts and motivation to learn chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Flores, I.M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1-19.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Garcia-Carmona, A., Criado, A. M., & Cruz-Guzman, M. (2017). Primary pre-service teachers’ skills in planning a guided scientific inquiry. Research in Science Education, 47(5), 989-1010. doi:10.1007/s11165-016-9536-8 Geban, Ö., Aşkar, P., & Özkan, I. (1992). Effect of computer simulated experiments and problem solving approaches on high school students. Journal of Educational Research, 86(1), 5-10. doi:10.1080/00220671.1992.9941821
  • Geban, Ö., Ertepınar, H., Yılmaz, G., Altın, A., & Şahbaz, F. (1994). Bilgisayar destekli egitimin ögrencilerin fen bilgisi basarılarına ve fen bilgisi ilgilerine etkisi [The effect of computer assisted education on students’ science achievement and science interest]. I. Ulusal Fen Bilimleri Egitimi Sempozyumu. Bildiri Özetleri Kitabı, 1-2, 9 Eylül Üniversitesi, İzmir.
  • Gök, G. (2014). The effect of 7E learning cycle instruction on 6th grade students’ conceptual understanding of human body systems, self-regulation, scientific epistemological beliefs, and science process skills (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Güzel, H. (2016). The effect of brightness of lamps teaching based on the 5E model on students’ academic achievement and attitudes. Educational Research and Reviews, 11(17), 1670-1678. doi:10.5897/ERR2016.291
  • Hanuscin, D.L., & Lee, M.H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20, 51-66. doi:10.1007/BF03173670
  • Kaygısız, G M., Uygun, N. & Uçar, F.M. (2020). The relationship between the levels of self-efficacy beliefs of pre-service teachers and their levels of determining suitable taxonomy, strategy, and method-technique for science objectives. Science Education International, 31(1), 117–126. doi:10.33828/sei.v31.i1.12
  • Kazempour, M., & Sadler, T.D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247-271. doi:10.1080/10476210.2014.996743
  • Kazempour, M., Amirshokoohi, A., & Blamey, K. (2020). Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers. European Journal of Science and Mathematics Education, 8(1), 67-75. doi:10.30935/scimath/9547
  • Kumandaş, B., Ateşkan, A. & Lane, J. (2018). Misconceptions in biology: a meta-synthesis study of research, 2000–2014, Journal of Biological Education, 53(4), 350-364, doi:10.1080/00219266.2018.1490798 Kurt, H. (2013). Determining biology student teachers’ cognitive structure on the concept of enzyme. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 211–243.
  • Kurt, H., Ekici, G., Aksu, Ö., & Aktaş, M. (2013). The most important concept of circulatory systems: Turkish biology student teachers’ cognitive structure. Educational Research and Reviews, 8(17), 1574-1593. doi:10.5897/ERR2013.1566
  • Lindgren, J.S., & Bleicher, R. (2005). Learning the learning cycle: The differential effect on elementary preservice teachers. School Science and Mathematics, 105, 61-72. doi:10.1111/j.1949-8594.2005.tb18038.x
  • Madden, K.R. (2011). The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom (Unpublished master’s thesis). Montana State University, Bozeman, Montana.
  • Marek, E.A. & Cavallo, A. M. L. (1997). The learning cycle: Elementary school science and beyond. Portsmouth, NH: Heinemann.
  • Menon, D. & Sadler T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649-673, doi:10.1007/s10972-016-9479-y
  • Michael, J. A., Wenderoth, M. P., Modell, H. I., Cliff, W., Horwitz, B., McHale, P., Richardson, D., Silverthorn, D., Williams, S., & Whitescarver, S. (2002). Undergraduates’ understanding of cardiovascular phenomena. Advances in Physiology Education, 26(2), 72-84. doi:10.1152/advan.00002.2002
  • Modell, H., Michael, J., & Wenderoth, MP. (2005). Helping the learner to learn: The role of uncovering misconceptions. American Biology Teacher, 67, 20-26. doi:10.2307/4451776
  • Okey, J. R., Wise, K. C., & Burns, J. C. (1982). Test of Integrated Process Skills (TIPS II). Athens: University of Georgia, Department of Science Education.
  • Osborne J., Simon S., & Collins S. (2003). Attitudes towards science: A review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079, doi:10.1080/0950069032000032199 Özbaş, S. (2019). High school students’ motivation towards biology learning. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 945-959. doi:10.14812/cufej.293029
  • Özbudak, Z., & Özkan, M. (2014). The impact of instruction of phenotypic specialties of the human to academic success, attitude and the persistence. Uludag University Journal of Education Faculty, 27(1), 185-206.
  • Özgür, S. (2013). The persistence of misconceptions about the human blood circulatory system among students in differents grade levels. International Journal of Environmental & Science Education, 8(2), 255-268. doi: 10.12973/ijese.2013.206a
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Nazlı Gökben ATILBOZ (Sorumlu Yazar)
GAZİ ÜNİVERSİTESİ
0000-0002-6798-3078
Türkiye

Erken Görünüm Tarihi 31 Aralık 2021
Yayımlanma Tarihi 31 Aralık 2021
Başvuru Tarihi 1 Eylül 2021
Kabul Tarihi 12 Kasım 2021
Yayınlandığı Sayı Yıl 2021, Cilt 4, Sayı 2

Kaynak Göster

APA Atılboz, N. G. (2021). Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and Motivation . International Journal of Scholars in Education , 4 (2) , 169-184 . DOI: 10.52134/ueader.989718