Determining the 8th grade students’ misconceptions in the unit of “Cell Division” by using roundhouse diagramming
Keywords:
Concept, misconception, roundhouse diagramming
Abstract
The aim of this study is to determine the 8th grade students’ misconceptions about the unit of “Cell Division” by using roundhouse diagramming. Out of descriptive research types, survey model was used in this research. The sample of the study consisted of 26 eighth grade students (Boy–12/Girl–14) from “A Primary School” in Kirsehir, Tukey. Three roundhouse diagrams were drawn to determine misconceptions of students about seven basic concepts in the unit of cell division. The results of this research show that the vast majority of students had misconceptions about “DNA, chromosome, gene”, “mutation, modification” and “mitosis and meiosis”.
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References
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Patton, M. Q. (1987). How to use qualitative methods in evaluation?. Newbury Park, CA: SAGE Publications.
Trowbridge, J. E., & Wandersee, J. H. (1998). Theory-driven graphic organizers. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching science for understanding: A human constructivist view (Vol. 3, pp. 3-27). San Diego, CA: Academic Press.
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Ward, R. E., & Wandersee, J. H. (2001). Visualizing science using the roundhouse diagram. Science Scope, 24(4), 17–21.
Ward, R. E., & Wandersee, J. H. (2002). Struggling to understand abstract science topics: a roundhouse diagram-based study. International Journal of Science Education, 24(6), 575-591.
Yürük, N. Çakır, Ö. S. ve Geban, Ö. (2000). Kavramsal Değişim Yaklaşımının hücresel solunum konusunda lise öğrencilerinin biyoloji dersine karşı tutumlarına etkisi. IV. Fen Bilimleri Eğitimi Kongresi, Hacettepe Üniversitesi 6-8 Eylül, Ankara.
Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View, Boston: Kluwer.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rine Hart and Winston.
Bora, N. D., Çakıroğlu, J. ve Tekkaya, C. (2006). Sinir sistemi konusunun kavram çarkı ile öğretimi. Eğitim ve Bilim, 31(141): 32-39.
Büyüköztürk, Ş., Çakmak, E., K., Akgün, Ö., E., Karadeniz,Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemler (3. Baskı). Ankara: Pegem A Akademi,
Geban, Ö., Kırbulut, Z. D. (2004). Lise öğrencilerinin çözeltiler konusundaki kavram yanılgılarının belirlenmesi. VI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Marmara Üniversitesi, Atatürk Eğitim Fakültesi, 9-11 Eylül, İstanbul.
Hackney, M., & Ward, R. E., (2002). How–to-learn biology via roundhouse diagrams. The American Biology Teacher, 64 (7): 525-533.
Kara, Y. (2007). Mitoz ve Mayoz Bölünme Konularında Öğrenci Başarıları, Kavram Yanılgıları ve Biyolojiye Karşı Tutumlara Öğretim Amaçlı Bilgisayar Yazılımların Etkisi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 21, 49-57.
Karasar, N. (2005). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım. 15. baskı.
Klausmeier, H. J. (1992). Concept learning and concept teaching. Educational Psychologist, 27 (3), 267-286.
Marioni, C. (1989). Aspect of Student’s Understanding in Classroom Setting: Case Studies on Motion and Intertia. Physics Education, 24, 273 – 277.
Mc Cartney, R. W., & Figg C. (2011). Every Picture Tells a Story: The Roundhouse Process in the Digital Age. Teaching & Learning, 6(1), 1-14.
MEB (2011). İlköğretim 8. Sınıf Fen ve Teknoloji dersi öğretim program ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.
Novak, J. D. (1990). Concept mapping: a useful tool for science education. Journal of Research in Science Teaching, 27, 937-949.
Novak, J. D. (1997). A Theory of Education, Newyork: Cornell University Press
Novak J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate prepositional hierarchies leading to empowerment of learners. Science Education, 86, 548-571.
Novak, J. D., & Canas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMCC map Tools. Florida: Institute for Human and Machine Cognition. Retrieved January 15, 2008 from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Riche, R. D. (2000). Strategies for assisting students overcome their misconceptions in high school physics. Memorial University of Newfoundland Education, 6390.
Robinson, C. W., & Lewis, J. (2000). Genes, chromosomes, cell division & inheritance-do students see any relationship?. International Journal of Science Education, 22(2), 177-195.
Shymansky, J. A., Yore, L. D., Treagust D. F., Thiele, R. B., Harrison, A., Waldrip , B. G., Stocklmayer, S. M., & Venville, Grady. (1997). Examining the construction process: A study of changes in level 10 students’ understanding of classical mechanics. Journal of Research in Science Teaching, 34 (6), 571–593.
Stepans, J. (1996). Targeting Students' Science Misconceptions: Physical Science Concepts Using the Conceptual Change Model. Riverview, Fla: Idea Factory.
Şahin, F. ve Parim, G. (2002). Problem Tabanlı Öğretim Yaklaşımı İle DNA, Gen ve Kromozom Kavramlarının Öğrenilmesi. V. Ulusal Fen Bilimleri Ve Matematik Eğitimi Kongresi, Ankara, 16-18 Eylül, 136. İnternet erişim: http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Biyoloji/bildiri/t28d.pdf/. 4.10.2011tarihinde alınmıştır.
Patton, M. Q. (1987). How to use qualitative methods in evaluation?. Newbury Park, CA: SAGE Publications.
Trowbridge, J. E., & Wandersee, J. H. (1998). Theory-driven graphic organizers. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching science for understanding: A human constructivist view (Vol. 3, pp. 3-27). San Diego, CA: Academic Press.
Ward, R. E. (1999). The effects of Roundhouse diagram construction and use on meaningful science learning in the middle school classroom. Unpublished Doctoral dissertation (Louisiana State University, Baton Rouge, Louisiana).
Ward, R. E., & Wandersee, J. H. (2001). Visualizing science using the roundhouse diagram. Science Scope, 24(4), 17–21.
Ward, R. E., & Wandersee, J. H. (2002). Struggling to understand abstract science topics: a roundhouse diagram-based study. International Journal of Science Education, 24(6), 575-591.
Yürük, N. Çakır, Ö. S. ve Geban, Ö. (2000). Kavramsal Değişim Yaklaşımının hücresel solunum konusunda lise öğrencilerinin biyoloji dersine karşı tutumlarına etkisi. IV. Fen Bilimleri Eğitimi Kongresi, Hacettepe Üniversitesi 6-8 Eylül, Ankara.
Published
2012-12-01
Section
Articles
How to Cite
Akyürek, E., & Afacan, Özlem. (2012). Determining the 8th grade students’ misconceptions in the unit of “Cell Division” by using roundhouse diagramming. International Journal of Curriculum and Instructional Studies (IJOCIS), 2(3), 47-58.
