Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems

Akçay, Süleyman

doi:10.1080/00219266.2016.1170067

Cited by 28 publications

(19 citation statements)

References 38 publications

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“…For the purposes of this study, a word outlined in a box was deemed a structure and a relationship was represented by an arrow. Conceptual models are valuable and valid tools for measuring student understanding and have been used in the context of cellular systems (Akçay 2017;Bergan-Roller et al 2018;Lee et al 2015;Ummels et al 2015;Verhoeff et al 2008). Here, we used conceptual models to represent students' mental model of the regulation of gene expression and how their understanding was affected by the lesson.…”

Section: Pre-and Post-lesson Conceptual Model Constructionmentioning

confidence: 99%

Changes in students’ mental models from computational modeling of gene regulatory networks

et al. 2019

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Background: Computational modeling is an increasingly common practice for disciplinary experts and therefore necessitates integration into science curricula. Computational models afford an opportunity for students to investigate the dynamics of biological systems, but there is significant gap in our knowledge of how these activities impact student knowledge of the structures, relationships, and dynamics of the system. We investigated how a computational modeling activity affected introductory biology students' mental models of a prokaryotic gene regulatory system (lac operon) by analyzing conceptual models created before and after the activity. Results: Students' pre-lesson conceptual models consisted of provided, system-general structures (e.g., activator, repressor) connected with predominantly incorrect relationships, representing an incomplete mental model of gene regulation. Students' post-lesson conceptual models included more context-specific structures (e.g., cAMP, lac repressor) and increased in total number of structures and relationships. Student conceptual models also included higher quality relationships among structures, indicating they learned about these context-specific structures through integration with their expanding mental model rather than in isolation. Conclusions: Student mental models meshed structures in a manner indicative of knowledge accretion while they were productively reconstructing their understanding of gene regulation. Conceptual models can inform instructors about how students are relating system structures and whether students are developing more sophisticated models of system-general and system-specific dynamics.

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Section: Pre-and Post-lesson Conceptual Model Constructionmentioning

confidence: 99%

Changes in students’ mental models from computational modeling of gene regulatory networks

et al. 2019

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“…Moreover, it can be said that having individuals who are informed citizens for a sustainable environment also features as a key concept (Matthews, 2009). Conducted studies reveal that students at all levels experience problems in perceiving the concept of photosynthesis (Akç ay, 2017;Bahar 1999;Crane & Winterbottom, 2008;Domingos-Grilo, Reis-Grilo, Ruiz & Mellado, 2012;Köse, Ayas & Uşak, 2006;Köse, 2008;Matthews, 2009;Özay & Öztaş, 2003;Ross, Tronson & Ritchie, 2006;Svandova, 2014;Tekkaya, Çapa & Yılmaz, 2000;Yenilmez & Tekkaya, 2006). In one study that examined articles on the subject of biology published between 1990 and 2014, it was revealed that a very small number of studies were related to the subjects of photosynthesis and respiration (Patrick & Matteson, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of Preservice Biology Teachers’ Skills in the Causal Process Concerning Photosynthesis

Saka

2019

JETS

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Photosynthesis is the most effective cycle and sustainable natural process known in nature. Students who learn the subject of photosynthesis well will also make better sense of other issues such as environmental problems, the state of the atmosphere, greenhouse gases, climate changes, carbon footprints and conservation of forests. The aim of this study is to present an example of a worksheet that investigates the skill levels possessed by preservice teachers" in the causal process, and also to examine their ability to write a photosynthesis equation by means of a history-based approach that also includes reading skills. The study was conducted with the action research method. The study sample consisted of a total of 71 preservice biology teachers. At the first stage, before the implementation of the worksheet, 34 teacher candidates from within the sample were asked a question with a diagram summarising the photosynthesis process. At the second stage, all the prospective teachers were asked for the skill levels they possessed in the causal process to be assessed via implementation of the worksheet. The answers given by the preservice teachers in the defining variables section in particular make up the least answered section of the worksheet. In the section of the worksheet related to making inferences, The students were asked to write the four separate equations by revising them incrementally, and it is striking that the rates of correct answers given for each were high. There is a need for teaching materials to be designed in the field of science at university level and for these to be made available to science teachers in book format.

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“…Bu yüzden biyoteknoloji biyoloji müfredatının içerisindeki yerinin vazgeçilmez olduğunu göstererek bireylerin biyolojiye olan bakış açılarını geliştirebilmelerinde yeri büyük olabilir. Biyoteknoloji eğitiminin muhtemel faydalarından biriside bireylere yorum ve akıl yürütme becerileri kazandırmaktır (Akçay, 2016).…”

Section: Introductionunclassified

Kök Hücre Algi Ölçeği̇ Geli̇şti̇rme Çalişmasi

Gnlta¹,

Ate²,

Tafli³

2019

jisr

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Bu çalışmada öğretmen adaylarının kök hücre konusuna ilişkin algılarını belirlemek için kök hücre algı ölçeğinin geliştirilmesi amaçlanmıştır. Çalışma kapsamında biyoloji öğretmen adaylarına uygulanan ölçeğe ait veriler SPSS 21.0 paket programında analiz edilmiştir. Doğrulayıcı faktör analizi için ise LISREL 9 paket programı kullanılmıştır. Ölçeğin yapı geçerliği açımlayıcı faktör analizinden sonra doğrulayıcı faktör analizi ile tespit edilmiştir. 5'li likert tipinde hazırlanan ölçeğin Cronbach Alfa değeri ,864 ve KMO değeri ise ,852 olarak hesaplanmıştır. Konu ile ilgili literatür incelenerek ölçek için 35 maddelik madde havuzu oluşturulmuştur. Aşamalı olarak yapılan uzman görüşleri sonucu gerekli düzeltmeler yapıldıktan sonra 30 maddeyi içeren ölçek formu ortaya çıkarılmıştır. Pilot çalışmanın sonucunda ölçekten madde yükü 0.30'dan küçük olan 8 madde çıkarılarak 22 maddeye indirgenmiştir. 152 öğretmen adayına uygulanan ölçeğin analizleri sonucunda 19 maddeye indirgenen ölçek formuna son şekli verilmiştir. Yapılan faktör analizi sonucunda ölçek maddelerinin iki faktör altında toplandığı sonucuna ulaşılmıştır. Buna göre maddelerin içeriğine göre faktörler "F1: Kök Hücre Tanımı ve Genel Özellikleri" ve "F2: Kök Hücrenin Tedavide Kullanım" olara k isimlendirilmiştir. Geliştirilen ölçek toplam varyansın %37,4'ünü açıklamaktadır. Geliştirilen ölçeğin öğretmen adaylarının kök hücre konusuna ilişkin algılarını belirlemede geçerli ve güvenilir bir ölçek olduğu söylenebilir.

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Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems

Cited by 28 publications

References 38 publications

Changes in students’ mental models from computational modeling of gene regulatory networks

Changes in students’ mental models from computational modeling of gene regulatory networks

Development of Preservice Biology Teachers’ Skills in the Causal Process Concerning Photosynthesis

Kök Hücre Algi Ölçeği̇ Geli̇şti̇rme Çalişmasi

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