Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction

Sesli, Ertuğrul; Kara, Yılmaz

doi:10.1080/00219266.2012.688849

Cited by 41 publications

(27 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Over the two decades since the development of the two-tier test, it has been applied widely to diagnose students' misconceptions of particular scientific knowledge (e.g., Haslam & Treagust, 1987;Sesli & Kara, 2012;Treagust, 1986Treagust, , 1988Treagust & Chandrasegaran, 2007;Tsai & Chou, 2002). However, some researchers recently proposed that two-tier tests could be applicable to learning and research in social sciences regarding such topics as Internet literacy, cyber copyright law, and English paraphrasing strategies (Chou, Chan, & Wu, 2007;Chou, Tsai, & Chan, 2007;Sun, 2009).…”

Section: Instrumentmentioning

confidence: 98%

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

Pan

Chou

2014

Ethics & Behavior

View full text Add to dashboard Cite

The present study investigates Taiwanese graduate students' general understanding and misunderstanding of Responsible Conduct of Research (RCR). A total of 580 graduate students responded to the self-developed Responsible Conduct of Research Reasoning Test. The results reveal that, first, students did not have sufficient knowledge to reason why a particular instance of research (mis)conduct was doable or not. Second, the statistical results show that female students, students majoring in the humanities or the social sciences, doctoral-level students, and students with RCR-related training outperformed others. In addition, the misbehaviors that students judged relatively uncritically comprise the following nine categories: (a) seeing authorship as a property or power, (b) misinterpreting research coauthors' responsibilities, (c) inaccurately conducting the informed-consent process, (d) fabricating and falsifying research data, (e) misinterpreting the correct citation of research sources, (f) holding vague concepts of self-plagiarism, (g) misinterpreting the Taiwan Copyright Act, (h) accepting duplicate-publication practices, and (i) accepting piecemeal publication practices. The present study discusses participative students' major misunderstandings of actual RCR-related practices. The study also presents further implications and suggestions based on the findings.

show abstract

Section: Instrumentmentioning

confidence: 98%

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

Pan

Chou

2014

Ethics & Behavior

View full text Add to dashboard Cite

show abstract

“…Bu gruptaki öğrenciler, bitki ve hayvan hücrelerinde mitoz bölünmenin gerçekleşeceğini ancak DNA'nın eşlenmesinin bitki hücrelerinde gerçekleşmeyeceği görüşünü paylaşmaktadırlar. Bu bulgular alanyazında mitoz bölünmenin bitki hücrelerinde gerçekleşmeyeceği yönünde teşhis edilmiş kavram yanılgılarının (Chattopadhyay, 2012;Hailegebriel, 2014;Sesli ve Kara, 2012) aksine öğrencilerin mitoz bölünmenin farklı hücre tiplerinde gerçekleştiğini bildiklerini ancak farklı hücre tiplerindeki farklılığı kavrayamadıklarına işaret etmektedir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

“…Akyürek ve Afacan (2013) tarafından 26 sekizinci sınıf öğrencisi ile yürütülen çalışma sonucunda; öğrencilerin büyük çoğunluğunda DNA, kromozom, gen, mutasyon, modifikasyon, mitoz bölünme ve mayoz bölünme hakkında kavram yanılgılarına sahip oldukları belirlenmiştir. Sesli ve Kara (2012) tarafından 403 öğrenci ile yürütülen çalışmada ise tüm bölünme türleri sonrası yavru hücrelerin ana hücrenin yarısı kadar kromozoma, aynı türün hücrelerinin aynı genetik bilgiye sahip olduğu, bitki ve havyan hücreleri farklı olduğundan bitki hücrelerinin bölünme geçirmeyeceği, mayozun hem vücut hem üreme hücrelerinde gözlendiği şeklinde kavram yanılgıları belirlenmiştir. genetik konularında bilgi ve anlama düzeyinin belirlenmesi amacıyla 14-16 yaş aralığında 482 öğrenci ile yürüttüğü çalışmada; mitoz bölünme sonucu oluşan hücrelerin kromozom sayısının ve genetik bilginin farklı olduğu, mayoz bölünme sonucu oluşan hücrelerin kromozom sayısının ve genetik bilginin aynı olduğu, mitoz ve mayoz bölünme sonucu oluşan hücrelerin kromozom sayısı yönünden farklılığının kavranamadığı, mitoz ve mayoz bölünmenin gerçekleştiği yerin aynı olduğu (vücut hücreleri/üreme ana hücreleri) şeklinde alternatif anlamaların bulunduğunu belirlemişlerdir.…”

Section: Introductionunclassified

Dört Aşamalı Kavramsal Ölçme Aracı ile Sekizinci Sınıf Öğrencilerinin Hücre Bölünmeleri Konusundaki Bilgi Farkındalıkları ile Kavram Yanılgılarının Belirlenmesi

Bozdağ

Ok²

2018

Sakarya University Journal of Education

View full text Add to dashboard Cite

Öz. Bu araştırmada sekizinci sınıf öğrencilerinin hücre bölünmeleri konusundaki bilgi farkındalıkları ile sahip oldukları kavram yanılgılarının dört aşamalı Hücre Bölünmeleri Kavramsal Ölçme Aracı kullanılarak belirlemesi amaçlanmıştır. Araştırma, İzmir şehir merkezindeki bir devlet okulunda öğrenim gören 260 (131'i kız, 129'u erkek) ortaokul öğrencisi ile yürütülmüştür. Çalışmada kullanılan dört aşamalı test, yanıtlar ile güven düzeyine ilişkin verilerin ilişkilendirilerek analizine olanak sağlaması ile daha güvenilir analiz sonuçları elde edilmesini sağlamıştır. Doğru bilgi ve yanlış bilgiyi birbirinden ayıramayan, verdiği yanıtların doğruluğundan oldukça emin olan öğrencilerin varlığı ise kavram yanılgılarının belirlenmesinde ön koşul olarak değerlendirilmiştir. Elde edilen bulgulara göre, öğrencilerin hücre bölünmeleri konusunda düşük kavramsal anlama düzeyine sahip oldukları belirlenmiştir. Ayrıca üçü mitoz, üçü mayoz ve ikisi de mitoz ile mayozun birlikteliği olmak üzere sekiz farklı kavram yanılgısı tespit edilmiştir. Elde edilen bulgular ışığında, daha doğru ve güvenilir sonuçlar sunan dört aşamalı testlerin kullanımının yaygınlaştırılması ile öğretim aşamasında belirlenmiş kavram yanılgılarının yaygınlığını önleyici tedbirlerin alınması öneri olarak sunulmuştur. Abstract. In this study, the purpose is to determine the misconceptions and knowledge awareness of eight grade students on cell division by using four tier Cell Division Conceptual Measuring Tool. The study was conducted with 260 (131 female and 129 male) students studying at a state school in Izmir city center. In the analysis of the data, descriptive statistical techniques were used. The four-step test used in the study allowed the analysis to correlate responses and data on confidence levels. More reliable results were obtained in this view. The existence of students who can not distinguish between the right and the wrong knowledge and who are quite sure of the correctness of the wrong answers is considered as a precondition in determining the misconception According to the results obtained, it was determined that the students had low conceptual understanding rates on cell division. In addition, eight different misconceptions have been identified, three related to mitosis, three associated with meiosis, and two associated with mitosis and meiosis. İn the light of the obtained findings, widespread use of four-stage tests that provide more accurate and reliable results and taking precautions to prevent the prevalence of misconceptions in the teaching phase are presented as a suggestion.

show abstract

“…Atilboz (2004) found that students mostly experience difficulty in comprehending, and have misconceptions about, chromosome-DNA relationship, chromosome structure of cells that emerge as a result of mitotic and meiotic division, the concept of diploid-haploid cell, number of cells produced by mitotic and meiotic division, homologous chromosome, sister chromatids, and events happening during mitotic and meiotic division. Sesli and Kara (2012) determined high school students' alternative conceptions about the subjects of cell division and reproduction. They found the following alternative conceptions: "daughter cells contain more genetic knowledge and chromosomes than mother cells", "following any kind of a division, daughter cells have half the number of chromosomes that the mother cell has", "cells of the same species have the same genetic data", "genetic knowledge is universal and unchangedable", "cell division does not occur in testicles and eggs, because they are haploids", "since plant and animal cells are different, plant cells cannot execute cell division", "number of chromosomes will rise faster after the division, because more cells will be formed", "cells with the same chromosome numbers have the same genetic data", "meiosis occurs in our bodies both in somatic cells and gametes", "while animals sexually reproduce, plants asexually reproduce", "sperm cells may be different from egg cells due to the possibility of having X and Y chromosomes", "egg cells are the same since they emerge from the same mother cell", "sperm and egg cells have the same chromosome number since they have the same gametes", "zygotes may vary through matching of big and small cells", "an egg cannot reach the adequate number of chromosomes for an organism", "primitive species reproduce only asexually", "there is no genetic difference between single-cell organisms", "prokaryotes reproduce through mitotic division", "prokaryotes cannot sexually reproduce as they do not have sexes", "plants cannot sexually reproduce since they cannot move and their sexual organs are not developed", "plants cannot sexually reproduce as they do not have sexes".…”

Section: Conceptual Structure Researches In the Literature On The Conmentioning

confidence: 99%

Determining Cognitive Structures and Alternative Conceptions on the Concept of Reproduction (The Case of Pre-Service Biology Teachers)

Kurt¹,

Ekici²,

Aksu³

et al. 2013

View full text Add to dashboard Cite

Reproduction is among basic functions of living beings and one of elementary complex subjects of the biology course. This is complicated for learners to construct cognitive structures on the subject. The aim of the current study is to investigate pre-service biology teachers’ cognitive structures related to “reproduction” through the free word-association test and the drawing-writing technique. As the research design of the study, the qualitative research method was applied. The data were collected from pre-service biology teachers. The free word-association test and the drawing-writing technique were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of pre-service biology teachers were explained. The data collected through the study were divided into 7 categories (structures required for reproduction, re-production in plants and sections, types of reproduction, insemination, reproduction-inheritance, defining reproduction and its importance, reproductive anatomy). In the categories obtained, it was determined that ample data could be collected using different assessment instruments. On the other hand, it was de- termined that pre-service biology teachers had alternative conceptions related to reproduction. It was observed that the pre-service teachers had imperfect cognitive structures regarding the subject of reproduction. Comprehensive suggestions related to the subject are presented at the end of this article.

show abstract

Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction

Cited by 41 publications

References 44 publications

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

Dört Aşamalı Kavramsal Ölçme Aracı ile Sekizinci Sınıf Öğrencilerinin Hücre Bölünmeleri Konusundaki Bilgi Farkındalıkları ile Kavram Yanılgılarının Belirlenmesi

Determining Cognitive Structures and Alternative Conceptions on the Concept of Reproduction (The Case of Pre-Service Biology Teachers)

Contact Info

Product

Resources

About