Cartoonic and Non-Cartoonic Simulations in Reducing Biology Students’ Misconceptions in Cell Division

Elangovan, Tavasuria

doi:10.6007/ijarbss/v8-i4/4237

Cited by 4 publications

(7 citation statements)

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“…Furthermore, the findings of the present study tallies with that of Onanuga et al(2018) who discovered in their separate studies that students exposed to the demo kit had a better achievement than those exposed to the conventional method. The findings of this study have substantiated the submissions of Dikmenli (2010), Jiyah (2016) and Elangovan (2018) that students' misconceptions about mitosis and meiosis were remediated with the adoption of appropriate hands-on with minds-on instructional tools and strategies.…”

Section: Discussionsupporting

confidence: 81%

“…Misconceptions may arise from communication issues in the classroom, peer-group interactions and use of ambiguous words and expressions in textbooks (Dikmenli & Cardak, 2004). Researchers such as Dikmenli (2010) and Elangovan (2018) specifically identified mitosis and meiosis as hard-to-teach and hard-to-learn biology concepts for senior schoolteachers and students, respectively, due to the misconception and alternative conceptions of related concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Much of the literature available and reviewed by the researchers indicated that most of the existing studies on the demo kit focused on the influence of instructional aids on students' achievement in different subject areas and not the remediation of misconceptions. The need to remediate students' misconception in mitosis and meiosis becomes important because several research findings, such as those of Dikmenli (2010) and Elangovan (2018), had earlier indicated that students held misconceptions on cell division. Thus, the present study investigated the influence of the demo kit on remediating senior school students' misconceptions in mitosis and meiosis in Ilorin, Kwara State, Nigeria.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria

Luwoye

Bello

Adeoye

2021

JL4D

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This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria

Luwoye

Bello

Adeoye

2021

JL4D

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“…On the other hand, it has been stated that the conceptual mistakes made are deeply entrenched and cannot be noticed even by educators (Rodríguez Gil et al,2019). The fact that meiosis includes many abstract concepts together may make it difficult for students to understand and may lead to the formation of misconceptions (Clark & Mathis, 2000;Elangovan, 2018;Özcan et al, 2012). In particular, it has an equational structure with the successive stages of meiosis, the separation steps of the chromosomes, their diverging aspects from mitosis, and their successive division.…”

Section: Introductionmentioning

confidence: 99%

Dijital Oyunlarla Fen Öğretiminin Öğrencilerin Bilişsel Yapılarına ve Kavramsal Değişimlere Etkisi

Arslan

Arı

2023

IBAD Sosyal Bilimler Dergisi

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In this study, it is aimed to examine the effects of science teaching through digital games on students' cognitive structures and concept changes about meiosis topic. In line with the determined purpose, the study group consisted of 50 students studying at the seventh-grade level in public schools. One of the purposive sampling techniques, easily accessible case sampling, was utilized to determine the research group. The research was carried out with a single group pre-test and post-test experimental design. Science was taught to the determined study group by using a game prepared with technology support. The word association test, which was prepared by the researchers after taking expert opinion, was used as a data collection tool and applied as a pre-test and post-test. While analysing the data obtained from the students, frequency tables were created and concept networks were drawn that reveal the cognitive structures of the students.As a result of the research, it was revealed that the conceptual deficiencies of the students about meiosis topic were eliminated. Considering the results of the study, it is suggested that technology-based games are tools whichcan be used in teaching concepts

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“…Among the various factors and causal variables identified for the unimpressive performances of students in biology are the lack of mass (Abe et al, 2019;Adeoye & Abimbola, 2016), inadequate or absence of instructional materials (Agada & Sam-Kayode, 2022;Ibrahim et al, 2021), and the difficulty of some biology topics, processes and concepts (Elangovan, 2018;Frederick-Jonah & Tobi, 2022). For instance, cell division, a topical content in the Nigerian Senior Secondary School biology curriculum has been identified by researchers as a hard-to-teach and hard-to-learn concept for both senior school teachers and students respectively (Badmus et al, 2019;de Graaf et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effect of Modelling Clay on The Performance of Field-Dependent and Field-Independent Senior School Students in Cell Division

Adeoye

Bello²,

Abimbola³

2022

Indonesian J. Educ. Res. Rev.

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Cell division has been identified in literature as a hard-to-learn biology process due to poor instructional strategies and students’ inability to delineate between mitosis and meiosis. Hence, there is need to explore alternative strategy such as modelling clay for the concretization of cell division processes. Therefore, this study, conducted to analyse the effects of modelling clay on the performance of field-dependent and field-independent senior school students in cell division. The study is experimental research. Data was collected using observations, adopted and researchers designed tests. Qualitative and quantitative techniques were used for data analysis. The research subject was modelling clay used by 97 intact class students for learning cell division. The findings revealed that there was no significant difference in the performance of field-dependent and field-independent students. Also, there was no interaction between treatment and students’ cognitive styles. Therefore, it was concluded that modelling clay facilitated students learning of cell division irrespective of cognitive styles. The pedagogical implication is that modelling clay can enhance students’ understanding of the life processes taking place in the cell and by extension other biological processes.

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Cartoonic and Non-Cartoonic Simulations in Reducing Biology Students’ Misconceptions in Cell Division

Cited by 4 publications

References 0 publications

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria

Dijital Oyunlarla Fen Öğretiminin Öğrencilerin Bilişsel Yapılarına ve Kavramsal Değişimlere Etkisi

Effect of Modelling Clay on The Performance of Field-Dependent and Field-Independent Senior School Students in Cell Division

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