Journals / Eurasian Journal of Educational Research / 2004 / Cilt: 0 - Sayı: 17

A Study on Misconceptions in the 9th Grade High School Biology Textbooks

Lise 1 Biyoloji Ders Kitaplarındaki Kavram Yanılgıları Üzerine Bir Araştırma

Pages
130–141
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

That misconceptions in the high school biology textbooks for grade 9 students resemble the high school students' misconceptions supports the idea that misconceptions can stem from textbooks.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to describe the misconceptions in the unit of "The Fundamental Unit of Life - Cell" which takes part in the high school biology textbooks that are used for grade 9 students in the year 2003-2004.
📊
Key Findings & Data:It has been found out that there are four high school biology textbooks, offered by the MEB, for grade 9 students and it has been realized that there are misconceptions in the three of these.
💡
Conclusion & Impact:That misconceptions in the high school biology textbooks for grade 9 students resemble the high school students' misconceptions supports the idea that misconceptions can stem from textbooks.
🔬Design:Research Article
📍Scope:2003-2004 Verileri
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to describe the misconceptions in the unit of "The Fundamental Unit of Life - Cell" which takes part in the high school biology textbooks that are used for grade 9 students in the year 2003-2004. It has been found out that there are four high school biology textbooks, offered by the MEB, for grade 9 students and it has been realized that there are misconceptions in the three of these. All sentences in the unit texts have been analysed semantically. As a result of this analysis, 14 misconceptions and 10 inadequate information have been found out. Some of the misconceptions; "Plastids are organelles that occur in cytoplasm of only plant cells", "A chromosome has two chromatids", "Meiosis begins with the period of puberty and continuous thorough out reproduction period". That misconceptions in the high school biology textbooks for grade 9 students resemble the high school students' misconceptions supports the idea that misconceptions can stem from textbooks.

Özet

Son yıllarda, kavram yanılgıları ile ilgili çalışmaların çoğu öğrenciler ve öğretmenler üzerine odaklanmıştır. Fakat biyoloji ders kitaplarındaki kavram yanılgıları ile ilgili yeterli çalışma bulunmamaktadır. Bu çalışmanın amacı, 2003-2004 öğretim yılında lise 1. sınıflarda okutulmakta olan biyoloji ders kitaplarında "Canlılığın Temel Birimi - Hücre" ünitesindeki kavram yanılgılarını belirlemektir. Milli Eğitim Bakanlığı tarafından önerilen 4 adet lise 1 biyoloji ders kitabı olduğu belirlenmiş ve bunlardan 3 tanesinde kavram yanılgılarına rastlanmıştır. Ünite metinlerindeki her cümle anlam bakımından analiz edilmiştir. Analiz sonucunda 14 kavram yanılgısı ve 10 eksik bilgi tespit edilmiştir. Kavram yanılgılarından bazıları şunlardır; "Plastitler sadece bitki hücrelerinde bulunan organellerdir", "Bir kromozom iki kromatitten oluşmaktadır", "Mayoz ergenlik döneminde başlar, üreme dönemi boyunca sürer". Tespit edilen kavram yanılgılarının lise öğrencilerinde görülen kavram yanılgıları ile benzerlik göstermesi, kavram yanılgılarının ders kitaplarından da kaynaklanabileceği görüşünü desteklemektedir.

🔖

Cite This Article

ÇARDAK, O., DİKMENLİ, M. (2022). A Study on Misconceptions in the 9th Grade High School Biology Textbooks. Eurasian Journal of Educational Research, Cilt: 0 - Sayı: 17, 130–141. https://ajindex.com/articles/507837

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (18)

  1. Abimbola, I.O. & Baba, S. (1996). Misconceptions & alternative conceptions in science textbooks: The role of teachers as filters. The American Biology Teacher, 58 (1), 14-19.
  2. Ajewole, G.A. (1991). Effects of discovery and expository instructional methods on the attitude of students to biology. Journal of Research in Science Teaching, 28,401-409.
  3. Alexander, P.A. & Kulikowich, J.M. (1994). Learning from physics text: A synthesis of recent research. Journal of Research in Science Teaching, 31,895-911.
  4. Aşçı, Z., Özkan, Ş. & Tekkaya, C. (2001). Students' misconceptions about respiration. Education and Science, 26 (120), 29-36.
  5. Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18 (3), 201-206.
  6. Bishop, B.A. & Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27 (5), 415-427.
  7. Blystone, R.V. (1987). College introductory biology textbooks: An important communication tool. The American Biology Teacher, 49 (7), 418-425.
  8. Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11,481-490.
  9. Duffy, J.M., Higins, L., Mehlembacher, C., et all. (1989). Models for designing of instructional text. Reading Research Quarterly, 24,434-456.
  10. Eyidoğan, F. & Güneysu, S. (2002). İlköğretim 8. sınıf fen bilgisi kitaplarındaki kavram yanılgılarının incelenmesi. V. Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTÜ, 16-18 Eylül 2002,
  11. Ankara.
  12. Kaptan, F. (1999). Fen bilgisi öğretimi. Milli Eğitim Basımevi, İstanbul.
  13. McCloskey, M. (1983). Intuitive physics. Scientific American, 248 (4), 122-130.
  14. Mülayim, H. & Soran, H. (2002). Lise 1 biyoloji ders kitapları ve haftalık ders saatleri hakkında öğrenci öğretmen ve okul yöneticilerinin görüş ve önerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23,185-197.
  15. Odom, A.L. (1993). Action potentials and biology textbooks: Accurate, misconceptions or avoidance? The American Biology Teacher, 55 (8), 468-472.
  16. Shymansky, J.A., Yore, L.D. & Good, R. (1991). Elementary school teachers' beliefs about the perceptions of elementary school science, science reading, science textbooks and supportive instructional factors. Journal of Research in Science Teaching, 28,437-454.
  17. Soyibo, K. (1987). Misconceptions in the biology content of Nigerian Integrated Science Project. The Science Teacher (Nigeria), 1 (4), 296-305.
  18. Stinner, A