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Differing three dimensional models of chloroplasts developed by students (Step 2a). (a) Chloroplast enveloped in two clear plastic bags which represent the double membrane found in the chloroplast, (b), (c) and (d). Models of chloroplasts removed from the plastic bags. Paper plates represent the internal membranes found within chloroplast. In model (c), the plate has been cut revealing the internal structure.
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Biology students in their first year at university have difficulty understanding the abstract concepts of photosynthesis. The traditional didactic lecture followed by practical exercises that show various macroscopic aspects of photosynthesis often do not help the students visualise or understand the submicroscopic (molecular-level) reactions that...
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... Our results are in agreement with in other showing that role play affected students" achievement and motivation positively. According to these studies, learning activities using modeling and role play enhance emotions and creativity in students and improve their acquisition and recall of new information (Worren, 1997;Taylor, 1997;Odom &Kelly, 1998;Ross et al, 2005;Ross, Tronson, & Ritchie, 2008). In addition, Ross, Tronson, & Ritchie ...
This study investigated the effect of applying “participant modeling” followed by a role play on grade eleven scientific students’ achievement and motivation in biology. Students usually face problems in understanding difficult biology concepts like Krebs cycle which is composed of a series of biochemical reactions with many molecules and compounds involved. The researcher designed t-shirts with information about the molecules and the reactions of Krebs cycle and students were asked to wear them throughout the teaching/learning process. Implementing participant modeling helped students to memorize the names of the molecules, their role. Then a role play was applied after modeling to relate the chemical reactions together. Nineteen students with ages ranging between 16 and 17 (N=19) enrolled in grade eleven scientific participated in this study. Data was collected using pre and post-achievement tests, and a motivation test that was implemented before and after the intervention. Results showed a significant enhancement in achievement, but no significant change occurred at the level of motivation. Ultimately, recommendations related to both methodology and future researches are offered.
... Science learning requires the construction of a solid conceptual knowledge base, which means understanding a large number of abstract, complex and even counterintuitive concepts, their relationships, and the flexible use of this knowledge in problem-solving. This typically poses challenges for many students, not only at elementary and upper-secondary school levels but also in higher education [4][5][6][7][8]. Science operates via abstract scientific concepts (e.g., photosynthesis, ecosystems) that significantly differ from everyday concepts, and, typically, mastering them requires systematic, intentional, and deliberate learning and instruction [9]. ...
The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.
... In the traditional approach, the following stages are discussed: 1-Giving the word concept, 2-Giving the definition of the concept, 3-Giving the features that define and distinguish the concept, 4-Giving examples about the concept (Cayci, 2007). However, it is suggested that this method is not effective enough to learn the concepts (Canpolat & Pinarbasi, 2002;Ross et al., 2005) fully and as desired. In the novel approach, concept teaching is handled with an inductive stage. ...
In this study, it is aimed to design an analogy-oriented activity to be used in teaching the concept of keystone species to students. The study was carried out with 25 gifted and talented students aged between 10 and 14 who were registered to the Science and Art Centers around in Turkey (Istanbul, Izmir, Ankara, Antalya, Mugla, Manisa, Balıkesir, Kayseri). This research was intended for these students to associate the concept of keystone species in environmental education using creative thinking skills with the help of a model. The study can be described as a special case study aiming to produce conclusions about a situation. With the designed activity, it was also aimed to contribute to the learning of the concept of keystone species in a meaningful fashion through carrying out analogy work with the keystone in architectural structures. The results of the activity were evaluated with open-ended questions that the students answered to. It was observed that the students could explain the concept of keystone species by associating it with the keystone used in architecture in line with the definition of the concept. Considering the results of this study, it can be said that gifted and talented students generated an analogy for the keystone species. The designed activity was evaluated at the end of the study in environmental education courses in terms of its applicability. It was found that the developed activity was applicable as it enabled the active participation of the students.
... In the traditional approach, the following stages are discussed: 1-Giving the word concept, 2-Giving the definition of the concept, 3-Giving the features that define and distinguish the concept, 4-Giving examples about the concept (Cayci, 2007). However, it is suggested that this method is not effective enough to learn the concepts (Canpolat & Pinarbasi, 2002;Ross et al., 2005) fully and as desired. In the novel approach, concept teaching is handled with an inductive stage. ...
In this study, it is aimed to design an analogy-oriented activity to be used in teaching the concept of keystone species to students. The study was carried out with 25 gifted and talented students aged between 10 and 14 who were registered to the Science and Art Centers around in Turkey (Istanbul, Izmir, Ankara, Antalya, Mugla, Manisa, Balıkesir, Kayseri). This research was intended for these students to associate the concept of keystone species in environmental education using creative thinking skills with the help of a model. The study can be described as a special case study aiming to produce conclusions about a situation. With the designed activity, it was also aimed to contribute to the learning of the concept of keystone species in a meaningful fashion through carrying out analogy work with the keystone in architectural structures. The results of the activity were evaluated with open-ended questions that the students answered to. It was observed that the students could explain the concept of keystone species by associating it with the keystone used in architecture in line with the definition of the concept. Considering the results of this study, it can be said that gifted and talented students generated an analogy for the keystone species. The designed activity was evaluated at the end of the study in environmental education courses in terms of its applicability. It was found that the developed activity was applicable as it enabled the active participation of the students.
... The studies conducted in the field of educational sciences are related to photosynthesis, respiration and respiratory system (Akçay, 2016;Bilen & Aydoğdu, 2010;Çetin, 2013;Çokadar, 2012;Dikmenli Vardar, 2015;Keleş & Kefeli, 2010;Mann & Treagust, 1998;Métioui, Matoussi & Trudel, 2015;Ross, Tronson & Ritchie, 2006;Sander, 1993;Songer & Mintzes, 1994;Töman, Çimer & Çimer, 2015;Yürük & Çakır, 2000). Yaman (2009) examined the contexts and methods that attract the attention of students and found that, among eight different contexts of respiration and energy acquisition, the interest was at its highest level within the context of health. ...
... Nicholas and Ng (2008) argue that drama in science is a pedagogical tool, assisting students to learn abstract concepts. In another study (Ross, Tronson, and Ritchie 2005), mixed instructional strategies were used to support students' conceptual understanding about photosynthesis, one of the strategies being the use of drama in the form of role-play with a positive outcome. Other examples of how drama has been used to support understanding of cell processes are the dramatisation about photosynthesis developed by Carlsson (2003) and the meiosis-ballet discussed by Ødegaard (2001). ...
In earlier studies, it has been argued that drama has the potential to stimulate learning in science. However, it is not widely used, one reason being that science teachers are not familiar with this instructional strategy. In this study, it was investigated how pre-service teachers in science developed dramas related to content in a biology course. The research question included how the pre-service teachers reflected on drama as an instructional strategy to stimulate conceptual understanding about cells and cell processes, both for themselves and for their future students. Ten pre-service teachers participated, all in their first year of studies to become teachers at secondary school. Data were collected in the form of student reports and video-recordings, showing the dramas they had created served as complements confirming the reports. The reports were analysed based on the tool Content Representations. The results showed that despite the fact that the pre-service teachers previously had never experienced drama in their science education, and that they identified critical aspects of using drama in science, they were positive about using drama in science education. Some of the pre-service teachers also argued that the use of drama helped them in their own understanding of cell processes.
... Several research projects are investigating new teaching approaches aimed at correcting and thus overcoming these misconceptions. Among the approaches that have proved effective are the investigative approach (O'Connell, 2008), concept modelling (Ross et al., 2006), inquiry-based teaching (Nas, 2010), the conceptual change model (Tlala et al., 2014), the PPDP strategy (Ulfa et al., 2017) and the use of computer-assisted teaching materials (Keles Kefeli,2010). ...
This exploratory study aims to verify whether the current use of scientific experiments in the Moroccan high-school science curriculum meets students' needs for experimental scientific learning. For that purpose, a sample chapter of the official science textbook was analysed in detail. The analysis was carried out using a didactic model of the French didactician Coquide, which categorizes teaching objectives into three modes: practical familiarisation, empirical investigation and conceptual construction. Analysis grids were built based on a selection of the three didactical modes' attributes. These grids were used to identify the presence and the weight of these three didactical modes within the chosen sample chapter. Results reveal that experiments in the high-school scientific curriculum are not presented in a balanced way and rarely implemented according to a didactic logic. The study also shows that the experiments analysed are essentially focused on the conceptual construction mode while neglecting practical familiarisation and empirical investigation.
... Metode pembelajaran TCL yang terpusat pada satu arah dengan peng-ajar sebagai pentransfer ilmu (Ramadhani, 2017) dapat diterima mahasiswa dengan makna yang berbeda-beda, begitu pula dengan metode SCL yang memberi kesempatan mahasiswa untuk menemukan konsep secara mandiri. Keadaan ketika penerima materi memahami konsep yang tidak sesuai dengan teori ilmiah ini disebut miskonsepsi (Ross, et al., 2006). e- ISSN: 2549-0486 Miskonsepsi terjadi karena berbagai hal, beberapa di antaranya adalah penggunaan buku sumber yang di dalamnya terdapat miskonsepsi, kesalahan interpretasi, ketidaklengkapan informasi, dan pengalaman belajar yang diperoleh sebelumnya (Mustika, Hala, & Arsal, 2014). ...
Pemahaman seseorang terhadap suatu materi sangatlah penting diketahui untuk mengetaui tingkat keberhasilan suatu pembelajaran. Miskonsepsi merupakan keadaan dimana penerima materi memahami konsep yang tidak sesuai dengan teori ilmiah. Apabila miskonsepsi tidak segera ditangani maka pembelajaran selanutnya akan terhambat. Tujuan dari penelitian ini adalah mengukur tingkat miskonsepsi mahasiswa biologi dan pendidikan biologi di salah satu perguruan tinggi di Surakarta mengenai materi jaringan tumbuhan. Penelitian ini menggunakan instrumen test diagnostic multiple choiceberbantuan CRI (Certainly Response Index). Sampel diambil dengan stratified proportionate random sampling sebanyak 15% dilaksanakan pada bulan Desember 2019 di salah satu perguruan tinggi di Surakarta. Metode yang digunakan adalah analisis deskriptif kuantitatif dengan teknik pengambilan data melalui metode angket. Hasil dari penelitian ini menunjukkan 35% mahasiswa yang mengalami miskonsepsi, 15 tidak tahu konsep dan 50% mahasiswa sudah tahu konsep. Selain itu antara mahasiswa biologi dan pendidikan biologi yang menempuh semester 3 dan 5 memiliki tingkat miskonsepsi yang tidak jauh berbeda yaitu 2%.
... It showed that people of all ages (from pupils to adults) held similar misconceptions about photosynthesis, and that the amount of science education they had received did not directly influence their misconceptions (Amir & Tamir, 1994;Anderson, Sheldon, & Dubay, 1990;Cañal, 1999;Eisen & Stavy, 1992;Waheed & Lucas;. More recent research showed similar results about the knowledge of photosynthesis (Duschl, Schweingruber, & Shouse, 2007;Gobec & Strgar, 2019;Köse, 2008;Näs, 2012;Marmaroti & Galanopolou, 2006;Ross, Tronson, & Ritchie, 2006;Skribe Dimec & Strgar, 2017;Svandova, 2014;Yenilmez & Tekkaya, 2006). This showed that improvements that had been suggested as a consequence of findings in previous research were either not implemented in teaching and learning processes or were not effective. ...
This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education. Keywords: agricultural education, biology education, conceptual change, photosynthesis, plant mass.
... Some previous studies showed that there are misconceptions about photosynthesis in students at different levels. (Bahar, 2003;Crane & Winterbottom, 2008;Kose & Usak, 2006;Kose, 2008;Ozay & Oztas, 2003;Ross, Tronson & Ritchie, 2006;Svandova, 2014;Tekkaya, Capa & Yilmaz, 2000;Yenilmez & Tekkaya, 2006). A common misconception related to photosynthesis is that just like animals, plants are also believed to obtain their nutrition in ready form straight from the soil. ...
The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by “action research method”. The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers’ processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as “correct, partially correct, incorrect and unanswered”. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.
