You are here

Home » Content

İLKÖĞRETİM ÖĞRENCİLERİNİN FOTOSENTEZ VE SOLUNUM KONULARINDAKİ KAVRAM YANILGILARININ BELİRLENMESİ: TRABZON ÖRNEKLEMİ

PRIMARY SCHOOL STUDENTS MISCONCEPTIONS ABOUT PHOTOSYNTHESIS AND RESPIRATION SUBJECTS: A CASE FOR TRABZON

Journal Name:

  • Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2004

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Like other areas of science, some problems are encountered in teaching basic biological concepts and principles. One isssue is students' misconceptions about many scientific subjects. Two of these are photosynthesis and respiration concepts. The aim of this study is to compare fifth and eighth levels of primary school students' misconceptions and understanding levels of these concepts. Sample includes 108 fifth and 112 eighth levels of primary school students. The sample's conceptual understandings were examined in depth by using the cross-age study method. Data were gathered by the help of a test including open-ended and short-answered questions about photosynthesis and respiration concepts. It was concluded that all the sample has some important misconceptions. Students think that photosynthesis is "a plant's taking carbon dioxide and giving oxygen off", "plants get their energy from outside" and "soil provides foods for plants". It was also determined that approximately, all the fifth level primary school students explain respiration as taking breath, taking oxygen and giving carbon dioxide, and only a few of the eigth level students answered partly to this questions -with some misconceptions. In contrast to the related literature, it was found out that most of the sample has a misconception of that plants get their foods with their leaves.
Bookmark/Search this post with
Abstract (Original Language): 
Fen bilimlerinin diğer alanlarında olduğu gibi, biyoloji alanındaki bazı temel kavram ve prensiplerin, öğrencilere bilimsel çevrelerce kabul edilen şekilde öğretilmesinde bir takım sorunlarla karşılaşılmaktadır. Bu süreçte öğrencilerde bir çok kavram yanılgısı ortaya çıkmaktadır. Bu kavramlardan ikisi; fotosentez ve solunumdur. Bu çalışmanın amacı, ilköğretim 5 ve 8. sınıf öğrencilerinin, fotosentez ve solunum kavramlarını anlama düzeylerini ve kavram yanılgılarını karşılaştırmalı olarak ortaya koymaktır. Orneklem; 108 ilköğretim 5. sınıf öğrencisi ve 112 ilköğretim 8. sınıf öğrencisinden oluşmaktadır. Bu iki sınıftaki öğrencilerin kavramsal anlamaları, kross-age çalışması kapsamında derinlemesine incelenmiştir. Veri toplama aracı olarak; "fotosentez ve solunum " kavramlarını içeren, açık uçlu ve kısa cevaplı sorulardan oluşan bir test kullanılmıştır. Bu çalışma kapsamında elde edilen verilerden; öğrencilerin; fotosentezin bitkilerin karbondioksit alıp oksijen vermesi olduğu, bitkilerin enerjilerini dışarıdan aldıkları, toprağın bitkilere besin sağladığı şeklinde sıralanan önemli kavram yanılgılarına sahip oldukları belirlenmiştir. İlköğretim 5. sınıf öğrencilerinin tamamına yakınının, solunumu nefes alma, oksijen alıp karbondioksit verme şeklinde ifade ettikleri, ilköğretim 8. sınıf öğrencilerinin çok azının, bu soruya kavram yanılgılarıyla birlikte kısmen doğru cevap verdikleri ortaya çıkmıştır. Literatürden farklı olarak, örneklemdeki öğrencilerin büyük çoğunluğunun bitkilerin besinlerini yapraklarıyla aldığı yönünde bir yanlış anlamaya sahip oldukları da tespit edilmiştir.
FULL TEXT (PDF): 
PDF icon uvt_3805.pdf
  • 1
67-80
  • Turkish

REFERENCES

References: 

1. Amir, R., M Tamir, P. (1994). In-depth analysis of misconceptions as a basis for developing research-based remedial instruction: the case of photosynthesis, The American Biology Teacher, 56(2), 94-100.
2. Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors' conceptions of respiration and Photosynthesis, Journal of Research in Science Teaching, 27(8), 761-776.
3. Arnaudin, M. W., & Mintzes, J. J. (1985). Student's alternative conceptions of the human circulatory system: A cross-age study, Science Education, 69, 721-733.
4. Ayas, A., Ozmen, H.,
M Coştu, B. (2002). Lise öğrencilerinin buharlaşma kavramı ile ilgili anlamalarının belirlenmesi, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 14: 74¬84.
5. Barker, M. & Carr, M. (1989). Photosynthesis-can our pupils see the wood for trees?. Journal of Biological Education, 23(1), 41-44.
6. Bell, B. (1985). Students' ideas about plant nutrition: What are they?. Journal of Biological Education, 19, 213-218.
7. Bodner, G. M. (1986). Constructivism: A theory of knowledge, Journal of Chemical Education, 63(10), 873-878.
8. Bradley, J. D., M Mosimege, M. D. (1998). Misconceptions in acids and bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry, 51(3), 137-145.
9. Çapa, Y. (2000). An analysis of 9th grade students' misconceptions concerning photosynthesis and respiraton in plants. Yayımlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
yanılgılarının olup olmadığı, bundan sonraki araştırmanın konusu olacaktır.
10. Carey, S. (1985). Conceptual change in childhood, Cambridge: MIT Press.
11.
Çepni
, S. (2001). Araştırma ve Proje Çalışmalarına Giriş. Erol Ofset Matbaacılık, Trabzon.
12. Champagne, A. B., Klopfer, L. E. & Anderson, J. H. (1980). Factors influencing the learning of classical mechanics, American Journal of Physics, 48(12), 1074-1079.
13. Clough, E. E., & Wood-Robinson, C. (1985). Children's understanding of inheritance, Journal of Biological Education, 19, 304-310.
14. Dall' Alba, G., Walsh, E., Bowden, J., Martin, E., Masters, G., Ramsden, P., & Stephaneu, A. (1993). Textbook treatments and students' understanding of acceleration, Journal of Research in Science Teaching, 30(7), 621-635.
15. Driver, R., M Easley, J. (1978). Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
16. Goodwin, A. (2000). The teaching of chemistry: Who is the learner?,
Chemistry Education: Research And Practice In Europe, 1(1), 51-60.
17. Gunstone, R. F. (1990). Children's science: a decade of developments in constructivist views of science teaching and learning, The Australian Science Teachers Journal, 36 (4), 9-19.
18. Guzzetti, B. J. (2000). Learning counter- intuitive science concepts: what have we learned from over a decade of research, Reading, Writing, Quarterly, 16(2). 89-95.
19. Haslam, F. & Treagust, D. F. (1987). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21 (3), 203 -211.
20. Hin-wai, Y. (1996). Misconceptions in Biology, Department of Curriculum
78
Ahmet Bacanak..../Ondokuzmayıs Üniversitesi Eğitim Fakültesi Dergisi, 17,(2004), 67-80
and Instruction, CUHK,01.10.2003 http ://www .fed. cuhk.edu. hk/~i ohnson/ misconceptions/ce/misconceptions/mis in bio/preface.htm adresinden alındı.
21.
Johnson
, C. N., & Wellman, H. M.
(1982) , Children's developing conceptions of the mind and brain,
Child Development, 53, 222-234.
22. Kargbo, D. B., Hobbs, E. D., & Erickson, G. L. (1980). Children's beliefs about inherited characteristics,
Journal of Biological Education, 14, 137-146.
23. Kruger, C. J., & Summers, M. K. (1989). An investigation of some primary teachers' understanding of change in materials. School Science Review, 71(255), 17-27.
24. Kruger, C., Palacio, D., & Summers, M. (1992). Surveys of English primary school teachers' conceptions of force, energy and materials, Science Education, 76(4) 339-351.
25. Marek, E. A. (1986a). Science misconceptions of students in primary schools and senior high school. Paper presented at the National Science Teachers Association Conference, San Antonio.
26. Marek, E. A. (1986b), They misunderstand, but they'll pass, The Science Teacher, 53, 32-35.
27. Marek, E. A. (1986c), Understanding and misunderstanding of biological concepts, The American Biology Teacher, 48, 37-40.
28. Mike, M., & Treagust, D. F. (1998). A pencil and paper instrument to diagnose students' conceptions of breathing, gas exchange and respiration, Australian Science Teachers Journal, 44 (2), 55-60.
29. Osborne, R., & Freyberg, P. (1985). Learning in science: the implications of children's science. Auckland: Heinemann..
30. Osborne, R. J. & Cosgrove, M. M.
(1983) . Children's conceptions of the changes of state of water, Journal of Research in Science Teaching, 20(9), 825-838.
31. Ozmen, H., Ayas,
A.,
M Coştu, B. (2002). Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı hakkındaki anlama seviyelerinin ve yanılgılarının belirlenmesi, Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 2(2), 507-529.
32. Richard, D. S. (1989). Textbook errors and misconceptions in biology: photosynthesis, The American Biology Teacher, 51(5), 271-274.
33. Schulte, P. L. (2001). Pre service primary teachers' alternative conceptions in science and attitudes towards teaching science, Unpublished doctoral dissertation, New Orleans Üniversitesi, New Orleans.
34. Stavy, R., Eisen, Y. & Yaakobi, D. (1987). How students aged 13-15 understand photosynthesis,
International Journal of Science Education, 9(1), 105-115.
35. Tekkaya, C., & Balcı, S. (2003). Öğrencilerin fotosentez ve bitkilerde solunum konularındaki kavram yanılgılarının saptanması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24.
36. URL-a: 11.12.2002 http://www.nasalearn.org/teacher supp ort alerts misconceps lifesci.htm
37. URL-b: Common Student Misconceptions, 11.12.2002 http://intro.chem.okstate.edu/ChemSou rce/BIO/miscon.htm
38. Wandersee, J. H. (1986). Can the history of science help science educators anticipate student's misconceptions? Journal of Research in Science Teaching, 23, 581-597.
39. Westbrook S., M Marek, E. (1991). A cross-age study of students understanding of the concept of diffusion, Journal of Research in Science Teaching, 28(8), 649-660.

Thank you for copying data from http://www.arastirmax.com