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Abstract

This study was designed to describe the occurence of external abnormalities in Black Sea flounder (Platichthys flesus luscus) reared in captivity. In the present study, a total of 2187 juvenile fish were examined. Eight hundred eighty eight Platichthys flesus luscus had one or more of the following conditions: reversed (sinistral), malpigmentation, malformed jaw, incomplete eye migration. Average total length and body weight of abnormal juveniles were significantly lower than that of normal juveniles (P < 0.01). During the intensive rearing of flounder, upper jaw deformities (55%) were the most commonly observed types of deformation. Aproximately 1.9% of deformed juveniles had incomplete eye migration which acquired the lowest total length and body weight. More than half (54.9%) of the individuals analyzed showed more than one deformity.

The effect of conceptual change text structure on concept understanding and misconception reduction of dynamic electricity

“…At the understanding level, the student's haves be able to organize and interpret what they have learned, it means that they can visualize and express it in a different way using their own words each piece of information given to them [9]. Although there is a difference in the way of expressing the information in the process of understanding, the content of the information has to follow its scientific rule.…”

“…From the result, it is indicated that CCT structure is superior in improving concept understanding and misconception reduction. CCT is more effective than conventional text in restructuring the students' schemata that undergo misconceptions [5,9,13]. The effectiveness of CCT because of its advantages that gives the chance to the students to construct concepts through cognitive conflicts which occur in learning.…”

“…CCT can also be used in a remedial program [9]. A CCT is more effective than a conventional text (expository text) in restructuring the student's schemata that have undergone misconceptions [4,9]. The structure of CCT consists of 5 parts, namely (1) problem presentation, (2) common misconceptions, (3) explanation by using a scientific concept, (4) students' opinions, and (5) evaluation [13].…”

“…CCT can cause conceptual change and make the conceptual change that occurs in the student become permanent [3]. CCT can also be used in a remedial program [9]. A CCT is more effective than a conventional text (expository text) in restructuring the student's schemata that have undergone misconceptions [4,9].…”