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Öğretmen Adaylarının Protein Sentezine Yönelik Algıları: Öğrenme Güçlüğüne Karşı Önerilen Çözümler

Year 2018, Volume: 20 Issue: 1, 237 - 250, 01.04.2018
https://doi.org/10.17556/erziefd.307083

Abstract

Protein sentezi öğrenci ve
öğretmenler arasında öğrenme güçlüğü çekilen konular arasındadır.  Bununla beraber bu konunun öğrenimi ve
öğretiminde karşılaşılan zorlukların nedeni ve doğasına yönelik detaylı bir
araştırmaya rastlanılmamıştır. Buradan hareketle bu çalışmanın amacı biyoloji
öğretmen adaylarının protein sentezi konusunda karşılaştıkları öğrenme
güçlüklerinin nedenleri ve önerilen çözümleri öğretmen adaylarının bakış
açısıyla saptamaktır. Çalışmanın örneklemi Türkiye'de Atatürk Üniversitesi,
Kazım Karabekir Eğitim Fakültesi, Biyoloji Eğitimi A.B.D.’ nda öğrenim gören 42
dördüncü sınıf öğretmen adayı oluşturmaktadır. Nitel araştırma yönteminin
kullanıldığı bu çalışmada öğretmen adaylarına iki açık uçlu soru sorulmuştur:
(1) Protein sentezini öğrenmenizde zorlanmanıza sebep olan faktörler
nelerdir?  (2) Bu zorlukların üstesinden
gelmek için neler tavsiye edersiniz?. Elde edilen bulgulara göre öğretmen
adaylarının öğrenmede güçlük çekmesine sebep olan faktörler arasında sınıf
ortamı, ders kitabı, öğretmen, öğrenci ve konu yer almaktadır. Bununla beraber
öğretmen adaylarının bu sorunları gidermede önerdikleri çözümler içerisinde de
sınıf ortamı, ders kitabı, öğretmen ve öğretim sürecine ilişkin değişkenlerden
kaynaklanan sorunların düzeltilmesi ile mümkün olabileceğini belirtmişlerdir.

References

  • Anderson, C. W., Sheldon, T. H., and Dubay, J. (1990). The effects of instruction on collage nonmajors' concepts of respiration and photosynthesis. Journal of Research in Science Teaching, 27(8), 761-776.
  • Ayas, A., Çepni, S., and Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440.
  • Bahar, M., Johnstone, A. H., and Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-86.
  • Blystone, R.V. (1987). Collage introductory biology textbooks. American Biology Teacher, 49(7), 418-425.
  • Canal, P. (1999). Photosynthesis and ‘inverse respiration’ in plants: An inevitable misconception? International Journal of Science Education, 21(4), 363-371.
  • Cherif, A. H., and Somervill, C. H. (1995). Maximizing learning: Using role playing in the classroom. The American Biology Teacher, 57(1), 28-33.
  • Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61-71.
  • Diki, D. (2013). Creativity for learning biology in higher education. LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University, 3(1), 1-13.
  • Dillon, J. (2008). A review of the research on practical work in school science. URL http://score-education.org/media/3671/review_of_ research.pdf. Last accessed 11.2.2014.
  • Fisher, K. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22, 53-62.
  • Holliday, W. G. (1990). Textbook illustrations fact or filler? Science Teacher, 57(9), 27- 29.
  • Jones, C. L. (1997). Comminicating through writing about processes in science. Journal of Biological Education, 3(1), 55-64.
  • Köseoğlu, F., Atasoy, B., Kavak, N., Tümay, H., Akkuş, H., Kadayıfçı, H., Budak, E., and Taşdelen, U. (2003). Yapılandırıcı öğrenme ortamı için bir fen ders kitabı nasıl olmalı? Asil Yayın Dağıtım, Ankara.
  • Lazarowitz, R., and Penso, S. (1992). High school student’s difficulties in learning biology concepts. Journal of Biological Education, 26(3), 215-223.
  • Lewis, J., and Wood-Robinson, C. 2000. Genes, chromosomes, cell division and inheritance- Do students see any relationship? International Journal of Science Education, 22(2), 77-195.
  • Lloyd, C. V. (1990). The elaboration of concepts in three biology textbooks: Facilitating student learning. Journal of Research in Science Teaching, 27(10), 1019-1032.
  • Özay, E., and Hasenekoğlu, İ. (2007). Lise-3 biyoloji ders kitaplarındaki görsel sunumda gözlemlenen bazı sorunlar [Some problems in visual presentation of biology-3 textbooks]. Journal of Turkish Science Education, 4(1), 80-91.
  • Özay, E., and Öztas, H. (2003). Secondary students’ interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), 68-70.
  • Öz-Aydın, S., Şahin, S., and Sicaker, A. (2014). The effect of protein synthesis game in the class on the students’ understanding of protein synthesis subject. Procedia-Social and Behavioral Sciences, 5th World Conference on Educational Sciences, 116, 3075-3078.
  • Özay-Köse, E., and Hasenekoğlu, İ. (2011). Misconceptions and alternative concepts in biology textbooks: Nucleic acids and protein synthesis. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4), 403-410.
  • Öztaş, H., Özay, E., and Öztaş, F. 2003. Teaching cell division to secondary school students: an investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15.
  • Penick, J. E. (1995). New goals for biology education. Bioscience, 45(6), 52-58.
  • Pittmann, K. M. (1999). Student-generated analogies: Another way of knowing? Journal of Research in Science Teaching, 36(1), 1-22.
  • Pozzer, L. L., and Roth W. M. (2003). Prevalance, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40(10), 1089-1114.
  • Prokop, P., Prokop, M., and Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Educational Biology, 42(1), 36-39.
  • Rode, G. A. (1995). Teaching protein synthesis using a simulation. American Biology Teacher, 57, 150-52.
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
  • Sozbilir, M. (2004). What makes physical chemistry difficult? Perceptions of Turkish chemistry undergraduates and lecturers. Journal of Chemical Education, 81(4), 573-578.
  • Sprehn, J. L. (1993). Protein building blocks. A concrete model for an abstract thought. American Biology Teacher, 60(7), 22-25.
  • Storey, R. D. (1991). Textbook errors and misconceptions in biology: Cell metabolism. The American Biology Teacher, 53(6), 339-343.
  • Sturges, D., Maurer, T. W., and Cole, O. (2009). Understanding protein synthesis: a role-play approach in large undergraduate human anatomy and physiology classes. Advances in Physiology Education, 33(2), 103-110.
  • Tekkaya, C., Özkan, Ö. and Sungur, S. (2001). Lise öğrencilerinin zor olarak algıladıkları biyoloji kavramları [Biology concepts perceived as difficult by Turkish high school students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145-150.
  • Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Journal of Hacettepe University Education Faculty, 23, 259-266.
  • Templin, M. A., and Fetters, M. K. (2002). A working model of protein synthesis using lego (TM) building blocks. American Biology Teacher, 64(9), 673-78.
  • Tural, N. K. (2002). Eğitim Finansmanı [Education Funding]. Ankara: Anı Yayıncılık.
  • Venville G., Gribble, S., J., and Donovan, J. 2005. An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89, 614-633.
  • Yalın, H. İ. (2003). Öğretim teknolojileri ve materyal geliştirme [Instructional technologies and material development]. Ankara: Nobel Yayın Dağıtım.
  • Yeşilyurt, S., and Gül, Ş. (2009). Expectations of students and faculty members who teach biology at science and primary school teacher training programs for an efficient biology instruction. Erzincan Education Faculty Journal, 11(2), 1-23.
  • Yildirim K. (2008). A case study on the use of materials by classroom teachers. Educational Sciences: Theory and Practice, 8(1), 305-322.

Prospective Teachers’ Perceptions on Protein Synthesis: Recommended Solutions versus Learning Difficulty

Year 2018, Volume: 20 Issue: 1, 237 - 250, 01.04.2018
https://doi.org/10.17556/erziefd.307083

Abstract

Protein synthesis is a difficult
topic to learn among students and teachers in literature. Also detailed
research has not been found about the cause and nature of the difficulties
encountered in the learning and teaching of this subject.  From this point of view, the purpose of this
study is to determine the reasons for the learning difficulties that the
prospective biology teachers experienced in protein synthesis and the suggested
solutions from the perspective of the prospective biology teachers.  The sample was 42 fourthgrade prospective
teachers who attend to department of biology education at Kazim Karabekir
Faculty of Education at Ataturk University in Turkey. In this study, using
qualitative research method, prospective teachers were asked to response two
open-ended questions. (1) What are the factors that cause you to be forced to
learn protein synthesis? (2) What do you recommend to come up with these
difficulties?  According to the findings
obtained the variables affecting the prospective teachers’ learning include
classroom settings, textbook, teacher, student and subject. In addition, the
findings also indicate that solutions recommended by prospective teachers
included in the variables related to classroom setting, textbook, teacher and
teaching process.

References

  • Anderson, C. W., Sheldon, T. H., and Dubay, J. (1990). The effects of instruction on collage nonmajors' concepts of respiration and photosynthesis. Journal of Research in Science Teaching, 27(8), 761-776.
  • Ayas, A., Çepni, S., and Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440.
  • Bahar, M., Johnstone, A. H., and Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-86.
  • Blystone, R.V. (1987). Collage introductory biology textbooks. American Biology Teacher, 49(7), 418-425.
  • Canal, P. (1999). Photosynthesis and ‘inverse respiration’ in plants: An inevitable misconception? International Journal of Science Education, 21(4), 363-371.
  • Cherif, A. H., and Somervill, C. H. (1995). Maximizing learning: Using role playing in the classroom. The American Biology Teacher, 57(1), 28-33.
  • Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61-71.
  • Diki, D. (2013). Creativity for learning biology in higher education. LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University, 3(1), 1-13.
  • Dillon, J. (2008). A review of the research on practical work in school science. URL http://score-education.org/media/3671/review_of_ research.pdf. Last accessed 11.2.2014.
  • Fisher, K. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22, 53-62.
  • Holliday, W. G. (1990). Textbook illustrations fact or filler? Science Teacher, 57(9), 27- 29.
  • Jones, C. L. (1997). Comminicating through writing about processes in science. Journal of Biological Education, 3(1), 55-64.
  • Köseoğlu, F., Atasoy, B., Kavak, N., Tümay, H., Akkuş, H., Kadayıfçı, H., Budak, E., and Taşdelen, U. (2003). Yapılandırıcı öğrenme ortamı için bir fen ders kitabı nasıl olmalı? Asil Yayın Dağıtım, Ankara.
  • Lazarowitz, R., and Penso, S. (1992). High school student’s difficulties in learning biology concepts. Journal of Biological Education, 26(3), 215-223.
  • Lewis, J., and Wood-Robinson, C. 2000. Genes, chromosomes, cell division and inheritance- Do students see any relationship? International Journal of Science Education, 22(2), 77-195.
  • Lloyd, C. V. (1990). The elaboration of concepts in three biology textbooks: Facilitating student learning. Journal of Research in Science Teaching, 27(10), 1019-1032.
  • Özay, E., and Hasenekoğlu, İ. (2007). Lise-3 biyoloji ders kitaplarındaki görsel sunumda gözlemlenen bazı sorunlar [Some problems in visual presentation of biology-3 textbooks]. Journal of Turkish Science Education, 4(1), 80-91.
  • Özay, E., and Öztas, H. (2003). Secondary students’ interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), 68-70.
  • Öz-Aydın, S., Şahin, S., and Sicaker, A. (2014). The effect of protein synthesis game in the class on the students’ understanding of protein synthesis subject. Procedia-Social and Behavioral Sciences, 5th World Conference on Educational Sciences, 116, 3075-3078.
  • Özay-Köse, E., and Hasenekoğlu, İ. (2011). Misconceptions and alternative concepts in biology textbooks: Nucleic acids and protein synthesis. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4), 403-410.
  • Öztaş, H., Özay, E., and Öztaş, F. 2003. Teaching cell division to secondary school students: an investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15.
  • Penick, J. E. (1995). New goals for biology education. Bioscience, 45(6), 52-58.
  • Pittmann, K. M. (1999). Student-generated analogies: Another way of knowing? Journal of Research in Science Teaching, 36(1), 1-22.
  • Pozzer, L. L., and Roth W. M. (2003). Prevalance, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40(10), 1089-1114.
  • Prokop, P., Prokop, M., and Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Educational Biology, 42(1), 36-39.
  • Rode, G. A. (1995). Teaching protein synthesis using a simulation. American Biology Teacher, 57, 150-52.
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
  • Sozbilir, M. (2004). What makes physical chemistry difficult? Perceptions of Turkish chemistry undergraduates and lecturers. Journal of Chemical Education, 81(4), 573-578.
  • Sprehn, J. L. (1993). Protein building blocks. A concrete model for an abstract thought. American Biology Teacher, 60(7), 22-25.
  • Storey, R. D. (1991). Textbook errors and misconceptions in biology: Cell metabolism. The American Biology Teacher, 53(6), 339-343.
  • Sturges, D., Maurer, T. W., and Cole, O. (2009). Understanding protein synthesis: a role-play approach in large undergraduate human anatomy and physiology classes. Advances in Physiology Education, 33(2), 103-110.
  • Tekkaya, C., Özkan, Ö. and Sungur, S. (2001). Lise öğrencilerinin zor olarak algıladıkları biyoloji kavramları [Biology concepts perceived as difficult by Turkish high school students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145-150.
  • Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Journal of Hacettepe University Education Faculty, 23, 259-266.
  • Templin, M. A., and Fetters, M. K. (2002). A working model of protein synthesis using lego (TM) building blocks. American Biology Teacher, 64(9), 673-78.
  • Tural, N. K. (2002). Eğitim Finansmanı [Education Funding]. Ankara: Anı Yayıncılık.
  • Venville G., Gribble, S., J., and Donovan, J. 2005. An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89, 614-633.
  • Yalın, H. İ. (2003). Öğretim teknolojileri ve materyal geliştirme [Instructional technologies and material development]. Ankara: Nobel Yayın Dağıtım.
  • Yeşilyurt, S., and Gül, Ş. (2009). Expectations of students and faculty members who teach biology at science and primary school teacher training programs for an efficient biology instruction. Erzincan Education Faculty Journal, 11(2), 1-23.
  • Yildirim K. (2008). A case study on the use of materials by classroom teachers. Educational Sciences: Theory and Practice, 8(1), 305-322.
There are 39 citations in total.

Details

Primary Language Turkish
Journal Section In This Issue
Authors

Şeyda Gül 0000-0003-4005-2158

Esra Özay Köse 0000-0001-9085-7478

Publication Date April 1, 2018
Acceptance Date November 27, 2017
Published in Issue Year 2018 Volume: 20 Issue: 1

Cite

APA Gül, Ş., & Özay Köse, E. (2018). Öğretmen Adaylarının Protein Sentezine Yönelik Algıları: Öğrenme Güçlüğüne Karşı Önerilen Çözümler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 237-250. https://doi.org/10.17556/erziefd.307083