Determining of the University Freshmen Students' Misconceptions and Alternative Conceptions about Mitosis and Meiosis

Özcan, Taner; Yıldırım, Osman; Özgür, Sami

doi:10.1016/j.sbspro.2012.06.126

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…The process of meiosis is an important part of the curriculum, as it helps students understand major concepts in genetics and evolution. Much research on student understanding of meiosis has focused on identifying and describing the various misconceptions (or alternate conceptions) held by learners (Kindfield, 1994;Lewis et al, 2000;Wright & Newman, 2011;Newman et al, 2012;Ozcan et al, 2012;Smith & Knight, 2012;Kalas et al, 2013). While this research is extremely important for helping build awareness of the various difficulties that students will likely face when learning about meiosis, it does not help educators understand why these difficulties persist.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

Wright

Newman

2020

The American Biology Teacher

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The process of meiosis is an essential topic that secondary and postsecondary students struggle with. The important meiosis-related concepts of homology, ploidy, and segregation can be described using the DNA Triangle framework, which connects them to the multidimensional nature of DNA (chromosomal, molecular, and informational levels). We have previously established that undergraduate biology students typically fail to describe and/or link appropriate levels to their explanations of meiosis. We hypothesize that students' understanding mirrors the resources they are given – in other words, textbook figures often lack many of the important connections that experts include when talking about meiosis. Prior work showed that text in meiosis chapters typically fails to include many concepts that experts consider important, so we examined how textbook figures present meiosis concepts. We found that almost all textbook representations include the chromosomal level of DNA, but few include the other levels, even to illustrate concepts that are rooted in informational and/or molecular levels. In particular, the molecular level of DNA was absent from nearly all introductory textbook figures examined, and the informational level was seldom depicted in mid/upper-level textbook figures. The previously established deficits in text portions of textbooks are clearly not compensated by their accompanying illustrations.

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Section: Introductionmentioning

confidence: 99%

Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

Wright

Newman

2020

The American Biology Teacher

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“…Následkem všech těchto nedostatků je pak nejspíše povrchní představa o funkcích DNA a neschopnost vyjádření jejího plného významu pro život spolu s četnou řadou miskoncepcí, což jsou velmi rozšířené problémy mezi žáky ZŠ, studenty a absolventy českých středních škol (Machová, 2019;Machová & Ehler, 2019;Vlčková et al, 2016). Mylné chápání učiva genetiky je celosvětový fenomén (Lewis & Kattmann, 2004;Stern & Kampourakis, 2017), miskoncepce jsou poměrně trvalé a můžeme je najít i u studentů učitelských oborů (Dikmenli, 2010;Ozcan et al, 2012). Lze se jen domnívat, kolik jich sami nakonec přenášejí do praxe.…”

Section: Diskuzeunclassified

Genetika v učebnicích biologie a přírodopisu: historie a současnost

Machová

2021

sciED

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Genetika je ve srovnání s ostatními biologickými obory mladou vědou – její historie se datuje k přelomu 19. a 20. století. Díky tomu je možné poměrně dobře mapovat nejen její rapidní vývoj, ale i její postupné pronikání do přírodovědného vzdělávání. Svědkem tohoto vývoje jsou především tradiční výukové materiály, učebnice přírodopisua biologie. Vývoj kurikula tohoto oboru byl však odlišný v západních zemích a zemích bývalého „východního bloku, kde byly tehdejší poznatky genetiky odmítnuty díky vlivu politické ideologie na vzdělávání a vědu. Ačkoli jsou specifika výuky genetiky v českých zemích často akcentována, nebyla zatím provedena hlubší analýza toho, jak moc a jakým způsobem konkrétně byla výuka modifikována, ani jak rychle se podařilo dostat genetiku zpátky v plném rozsahu do kurikula. Z výsledků práce je zřejmé, že ačkoli se již v 80. letech 20. století podařilo úspěšně doplnit moderní poznatky genetiky do učebnic i osnov, stále se i dnes potýkáme s nedostatečností formy, jakou je genetika v učebnicích prezentována. Největší bariérou je hlavně slabá návaznost učiva v rámci ročníků a nedostatečná propojenost jednotlivých poznatků do uceleného a logického celku (především nejasný způsob vzniku znaků organismu procesem genové exprese), který by vhodně navazoval na učivo jiných témat (jako rozmnožování nebo evoluce) a integroval ho do sebe.

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“…This pattern proved if misconception blocking to build a new scientific concept that misconception inhibits the process of formation of new concepts right. Misconception holds the process of formation new right concepts [11]. And misconception long lasting and resistant to corrected [12].…”

Section: Pattern Ix: Persisted Negative (M M)mentioning

confidence: 99%

“…In term content, human reproduction system concept has a similar characteristic as the other organ system concepts, which consist of several terms and bioprocess which confusing and making it difficult for students to understand [7]. Misconception gives a negative impact on the development of students' understanding because it inhibits the process of building a new scientific concept [11]. Therefore, it should be addressed through a conceptual changing process.…”

Section: Introductionmentioning

confidence: 99%

Students’ Conceptual Change On Human Reproduction Concept Using Scientific Approach

Taufiq

Sriyati

Priyandonko

2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

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<p class="Abstract">This study aim was to describe students’ conceptual change and investigate the patterns of students’ conceptual change in human reproduction system concept through application scientific approach. The research method was weak experimental with one group pretest-post-test design and the number subject of this study were 34 students, 11<sup>th</sup> -grade students of SMAN 1 Indramayu. The instrument was three tier test which given at pretest and post-test. Data analyzed used qualitative and quantitative analysis. Qualitative analysis obtained through analyzed student answer then classified into category suitable. Quantitative analysis obtained through calculation N-gain value and one sample t test. The results showed mostly students had a misconception and lack of knowledge on all of the human reproduction concept. After a lesson, a conceptual change occurred, a percentage of students who have scientific concept increased from 27,74% to 79,23% and the average value of N-gain included into category medium (0,69). According to one sample t test, showed that there was a significant difference between post-test and minimum completeness criteria (KKM) value, 75 (amp. Sign 2 tailed = 0,048). Therefore, a scientific approach supported to build the concept. Furthermore, the analysis also showed students’ conceptual change patterns: changed to be positive, changed to be negative, still positive, and still negative. Pattern 4 (lack knowledge to be understanding a concept or changed to be positive) is the most which got 31,69%.</p>

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Determining of the University Freshmen Students' Misconceptions and Alternative Conceptions about Mitosis and Meiosis

Cited by 19 publications

References 7 publications

Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

Genetika v učebnicích biologie a přírodopisu: historie a současnost

Students’ Conceptual Change On Human Reproduction Concept Using Scientific Approach

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