KEYWORDS

Reproduction; Cognitive Structure; Alternative Concepts

Cite this paper

Kurt, H. , Ekici, G. , Aksu, Ö. & Aktaş, M. (2013). Determining Cognitive Structures and Alternative Conceptions on the Concept of Reproduction (The Case of Pre-Service Biology Teachers). Creative Education, 4, 572-587. doi: 10.4236/ce.2013.49083.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Ad, V. N. K., & Demirci, N. (2012). Prospective teachers’ levels of associating environmental problems with science fields and thermo dynamics laws. Ahi Evran University Journal of Kirsehir Educatioan Faculty, 13, 19-46.
[2] Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in sci ence. Science Education, 333, 1096-1097.
[3] Akyurek, E., & Afacan, O. (2012). Determining the 8th grade students’ misconceptions in the unit of “cell division” by using roundhouse diagramming. International Journal of Curriculum and Instructional Studies, 2, 47-58.
[4] Albanese, A., & Vicentini, M. (1997). Why do we believe that an atom is colorless? Reflections about the teaching of the particle model. Science & Education, 6, 251-261. doi:10.1023/A:1017933500475
[5] Amuyunzu-Nyamongo, M., Biddlecom, A. E., Ouedraogo, C., & Woog, V. (2005). Qualitative evidence on adolescents’ views of sexual and reproductive health in sub-Saharan Africa. Occasional Report No. 16. New York: The Alan Guttmacher Institute.
[6] Atasoy, B. (2004). Science learning and teaching. Ankara: Asil Pub lisher.
[7] Atilboz, N. G. (2004). 9th Grade students’ understanding levels and misconceptions about mitosis and meiosis. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 24, 147-157.
[8] Aydin, G., & Balim, A. G. (2013). Students’ misconceptions related to subjects of “cell division and heredity”. Journal of Research in Edu cation and Teaching, 2, 338-348.
[9] Backett-Milburn, K., & McKie, L. (1999). A critical appraisal of the draw and write technique. Health Education Research Theory & Practice, 14, 387-398. doi:10.1093/her/14.3.387
[10] Bahar, M., Johnstone, A. H., & Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33, 84-86. doi:10.1080/00219266.1999.9655648
[11] Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141. doi:10.1080/00219266.1999.9655653
[12] Bahar, M., & Kilicli, F. (2001). Investigating the bonds between the principles of Ataturk through the method of word association test. X. National Congress of Educational Sciences, Turkey.
[13] Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3, 55 64.
[14] Bahar, M., & Ozatli, N. S. (2003). Investigating high school freshman students’ cognitive structures about the basic components of living things through word association test method. Journal of the Institute of Science and Technology of Balikesir University, 5, 75-85.
[15] Bahar, M., Nartgun, Z., Durmus, S., & Bicak, B. (2006). Traditional and alternative assessment and evaluation of teachers’ manual. An kara: Pegem A Publishing.
[16] Bahar, M., Ozel, M., Prokop, P., & Usak, M. (2008). Science student teachers’ ideas of the heart. Journal of Baltic Science Education, 7, 1648-3898.
[17] Bartoszeck, A. B., Machado, D. Z., & Amann-Gainotti, M. (2008). Re presentations of internal body image: A study of preadolescents and adolescent students in Araucaria, Paraná, Brazil. Ciências & Cog nicao, 13, 139-159.
[18] Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39, 63-67. doi:10.1080/00219266.2005.9655963
[19] Cardellini, L., & Bahar, M. (2000). Monitoring the learning of chemis try through word association tests. Australian Chemistry Research Book, 19, 59-69.
[20] Cetin, G., Ozarslan, M., Isik, E., & Eser, H. (2013). Students’ views about health concept by drawing and writing technique. Energy Education Science and Technology, 5, 597-606.
[21] Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views? Educational Research and Reviews, 7, 61-71.
[22] Cinici, A. (2013). From caterpillar to butterfly: A window for looking into students’ ideas about life cycle and life forms of insects. Journal of Biological Education, 47, 84-95.
doi:10.1080/00219266.2013.773361
[23] Chi, M. T., Slotta, J. D., & Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learn ing and Instruction, 4, 27-43. doi:10.1016/0959-4752(94)90017-5
[24] Cohen, L., & Manion, L. (1997). Research methods in education. Lon don: Routledge.
[25] CUSE (Committee on Undergraduate Science Education) (1997). Mis conceptions as barriers to understanding science. Science Teaching Reconsidered: A Handbook. Washington DC: National Academy Press.
[26] Dagher, Z. R. (1994). Does the use of analogies contribute to concep tual change? Science Education, 78, 601-614. doi:10.1002/sce.3730780605
[27] Daskolia, M., Flogaitis, E., & Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the ozone layer depletion. Ex ploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15, 168-178. doi:10.1007/s10956-006-9004-8
[28] Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Rout ledge.
[29] diSessa, A., & Sherin, B. L. (1998). What change in conceptual change? International Journal of Science Education, 2, 1155-1198. doi:10.1080/0950069980201002
[30] Doran, R. L. (1972). Misconception of selected science concepts held by elementary school students. Journal of Research in Science Teaching, 9, 127-137. doi:10.1002/tea.3660090204
[31] Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept though children’s drawings. International Jour nal of Science Education, 21, 485-497.
doi:10.1080/095006999290534
[32] Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481-490. doi:10.1080/0950069890110501
[33] Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science stu dents. Studies in Science Education, 5, 61-84. doi:10.1080/03057267808559857
[34]
[105] Stafstrom, C, E., Rostasy, K., & Minster, A. (2002). The usefulness of children’s drawings in the diagnosis of headache. Pediatrics, 109, 460-472. doi:10.1542/peds.109.3.460
[106] Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and construction of the chemical reaction concept during secondary school. International Journal of Science Education, 20, 205-221. doi:10.1080/0950069980200206
[107] Strommen, E. (1995). Lions and tigers and bears, Oh my! Children’s conceptions of forests and their inhabitants. Journal of Research in Science Teaching, 32, 683-698. doi:10.1002/tea.3660320704
[108] Udovic, D., Morris, D., Dickman, A., Postlethwait, J., & Wetherwax, P. (2002). Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course. BioScience, 52, 272-281. doi:10.1641/0006-3568(2002)052[0272:WBDTEO]2.0.CO;2
[109] Tekkaya, C., Ozkan, O., & Sungur, S. (2001). Biology concepts per ceived as difficult by Turkish high school students. Science Educa tion, 66, 531-538.
[110] Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Edu cation, 21, 5-16. doi:10.1080/02635140308340
[111] Tekkaya, C., Capa, Y., & Yilmaz, O. (2000). Prospective teachers’ misconceptions concerning general biology concepts. Hacettepe University Journal of Education, 18, 140-147.
[112] Torkar, G., & Bajd, B. (2006). Trainee teachers’ ideas about endan gered birds. Journal of Biological Education, 41, 5-8. doi:10.1080/00219266.2006.9656049
[113] Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconception in science. International Journal of Science Education, 10, 159-169. doi:10.1080/0950069880100204
[114] Tsai, C.-C. (1999). Overcoming junior high school students’ miscon ceptions about microscopic views of phase change: A study of an analogy activity. Journal of Science Education and Technology, 8, 83-91. doi:10.1023/A:1009485722628
[115] Tsai, C.-C., & Huang, C.-M. (2001). Development of cognitive struc tures and information processing strategies of elementary school students learning about biological reproduction. Journal of Biologi cal Education, 36, 21-26. doi:10.1080/00219266.2001.9655791
[116] Tsai, C. C., & Huang, C.-M. (2002). Exploring students’ cognitive structures in learning science: A review of relevant methods. Journal of Biological Education, 36, 163-169.
doi:10.1080/00219266.2002.9655827
[117] Tyson, L. M., Venville, G. J., Harrison, G., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404. doi:10.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-8
[118] Ugoji, F. N. (2013). Investigating the reproductive health knowledge, self-concept and locus of control of students in Nigerian Universities. American International Journal of Social Science, 2, 45-53.
[119] Ugwu, O., & Soyibo, K. (2004). The effects of concept and vee map pings under three learning modes on Jamaican eighth graders’ knowledge of nutrition and plant reproduction. Research in Science & Technological Education, 22, 41-58. doi:10.1080/0263514042000187539
[120] Verma, G. K., & Mallick, K. (1999). Researching education: Perspec tives and techniques. Philadelphia: Open University Press.
[121] Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6, 95-109. doi:10.1016/0959-4752(96)00008-4
[122] Vosniadou, S., & Brewer, W. (1992). Mental models of the earth: A study of the conceptual change in childhood. Cognitive Psychology, 24, 535-585. doi:10.1016/0010-0285(92)90018-W
[123] Vosniadou, S., & Brewer, W. (1994a). Mental models of the day/night cycle. Cognitive Science, 18, 123-183. doi:10.1207/s15516709cog1801_4
[124] Vosniadou, S. (1994b). Capturing and modeling the process of concept tual change. Learning and Instruction, 4, 45-69. doi:10.1016/0959-4752(94)90018-3
[125] Vygotsky, L. S. (1995b). Obras escogidas. Madrid: Visor.
[126] Wagner, W., Valencia, J., & Elejabarrieta, F. (1996). Relevance, dis course and the hot stable core of social representation-A structural analysis of word association. British Journal of Social Psychology, 35, 331-351. doi:10.1111/j.2044-8309.1996.tb01101.x
[127] Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. L. Gabel (Eds.), Handbook of research on science teaching and learning (pp. 177-210). New York: Simon & Schuster and Prentice Hall International.
[128] Warenius, L., Pettersson, K. O., Nissen, E., Hojer, B., Chishimba, P., & Faxelid, E. (2007). Vulnerability and sexual and reproductive health among Zambian secondary school students. Culture, Health & Sexu ality: An International Journal for Research, Intervention and Care, 9, 533-544.
[129] Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction. Boston, MA: Ally and Bacon.
[130] Wynne, C. F., Stewart, J., & Passmore, C. (2001). High school stu dents’ use of meiosis when solving genetics problems. International Journal of Science Education, 23, 501-515.
[131] White, R. T., & Gunstone, R. F. (1992). Probing understanding. Lon don: The Falmer Press.
[132] Yayla, R. G., & Eyceyurt, G. (2011). Mental models of pre-service science teachers about basic concepts in chemistry. Western Anatolia Journal of Educational Sciences, 2011, 285-294.
[133] Yip, D. Y. (1998). Children’s misconceptions on reproduction and implications for teaching. Journal of Biological Education, 33, 21-26. doi:10.1080/00219266.1998.9655632
[134] Yorek, N., Sahin, M., & Ugulu, I. (2010). Students’ representations of the cell concept from 6 to 11 grades: Persistence of the “fried-egg model”. International Journal of Physical Sciences, 5, 15-24.
[135] Zoldosova, K., & Prokop, P. (2007). Primary pupils’ preconceptions about child prenatal development. Eurasia Journal of Mathematics, Science & Technology Education, 3, 239-246.

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.