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BİYOLOJİ ÖĞRETMEN ADAYLARININ "BAĞIŞIKLIK" KONUSUNDAKİ BİLİŞSEL YAPILARI

Yıl 2013, Sayı: 21, 242 - 264, 01.12.2013

Öz

Bu çalışmanın amacı, biyoloji öğretmen adaylarının bağışıklıkla ilgili kavramsal çatılarını belirleyerek bilişsel yapılarını tespit etmektir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Toplam 40 biyoloji öğretmen adayının katılımıyla hazırlanmıştır. Verilerin toplanmasında bağımsız kelime ilişkilendirme testi ve çizme-yazma tekniği kullanılmıştır. Elde edilen veriler içerik analizine göre analiz edilerek, kategoriler frekans değerlerine göre verilmiştir. Araştırma verileri toplam 8 kategori altında toplanmıştır: bunlar bağışıklıkta rol alan yapılar, yapay bağışıklık, bağışıklığın cevabı, bağışıklığın tanımı, bağışıklık sonucunda organizmanın verdiği tepkiler, bağışıklık tür ilişkisi, bağışıklığın doğası ve bağışıklıkta rol alan yok etme yollarıdır. Ayrıca bağışıklıkla ilgili bazı alternatif kavramlara sahip oldukları da belirlenmiştir.

Kaynakça

  • Ad, V.N.K. ve Demirci, N. (2012). Prospective Teachers’ Levels of Associating Environmental Problems with Science Fields and Thermodynamics Laws. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13 (3), 19-46
  • Atasoy, B. (2004). Fen Öğrenimi ve Öğretimi. Ankara: Asil Yayınevi.
  • Aydın, F. ve Taşar, M.F. (2010). An Investigation of Pre-Service Science Teachers’ Cognitive Structures and Ideas about the Nature of Technology. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(4), 209-221.
  • Backett-Milburn, K. & McKie, L. (1999). A Critical Appraisal of the Draw and Write Technique. Health Education Research Theory & Practice, 14 (3), 387–398.
  • Bahar, M., Johnstone, A. H. & Hansell, M. H. (1999a). Revisiting Learning Difficulties in Biology. Journal of Biological Education, 33, 84–86.
  • Bahar, M., Johnstone, A.H. & Sutcliffe, R.G. (1999b). Investigation of Students’ Cognitive Structure in Elementary Genetics through Word Association Tests. Journal of Biological Education, 33, 134-141.
  • Bahar, M. ve Kılıçlı, F. (2001).Kelime İlişkilendirme Testi Yöntemi ile Atatürk İlkeleri Arasındaki Bağların Araştırılması. X. Ulusal Eğitim Bilimleri Kongresi. Abant İzzet Baysal Üniversitesi, Bolu.
  • Bahar, M. (2003). Biyoloji Eğitiminde Kavram Yanılgıları ve Kavram Değişim Stratejileri. Kuram ve Uygulamada Eğitim Bilimleri, 3 (1), 27- 64.
  • Bahar, M. ve Özatlı, N.S. (2003). Kelime İletişim Test Yöntemi İle Lise 1. Sınıf Öğrencilerinin Canlıların Temel Bileşenleri Konusundaki Bilişsel Yapılarının Araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5 (1), 75- 85.
  • Bahar, M., Nartgün, Z., Durmuş, S. ve Bıçak, B. (2006). Geleneksel ve Alternatif Ölçme ve Değerlendirme Öğretmen El-Kitabı. Ankara: PegemA Yayıncılık.
  • Bahar, M., Özel, M., Prokop, P. & Uşak, M. (2008). Science Student Teachers’ Ideas of the Heart. Journal of Baltic Science Education, 7(2), 1648 -3898.
  • Cardellini, L. & Bahar, M. (2000). Monitoring the Learning of Chemistry through Word Association Tests. Australian Chemistry Research Book, 19, 59- 69.
  • Cetin, G., Ozarslan, M., Isik, E. & Eser, H. (2013). Students’ views About Health Concept by Drawing and Writing Technique. Energy Education Science and Technology, Part B, 5 (1), 597-606.
  • CUSE (Committee on Undergraduate Science Education) (1997). Misconceptions as Barriers to Understanding Science. Science Teaching Reconsidered: A Handbook. Washington, D. C.: National Academy Press.
  • Çiftçi, S. (2009). Kelime Çağrışımlarının Cinsiyet Değişkenine Göre Gösterdiği Temel Nitelikler Üzerine Bir Deneme. Turkish Studies, 4 (3), 633-654.
  • Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views? Educational Research and Reviews, 7(3), 61-71.
  • Daskolia, M., Flogaitis, E. & Papageorgiou, E. (2006). Kindergarten Teachers' Conceptual Framework on the Ozone Layer Depletion. Exploring the Associative Meanings of a Global Environmental Issue. Journal of Science Education and Technology, 15(2), 168- 178.
  • De Souza-Hart, J. (2011). Creative Ideas for Biology Podcasts: The Immune System as an Example. The American Biology Teacher, 73 (3), 171-175.
  • Donovan, M. S. & Bransford, J. D. (2005). How Students Learn: Science in the Classroom. National Academies Press.
  • Dove, J. E., Everett, L. A. & Preece, P. F. W. (1999). Exploring a Hydrological Concept Though Children’s Drawings.International Journal of Science Education, 21(5), 485-497.
  • Enginar, İ., Saka, A. ve Sesli, E. (2002). Lise 2 Öğrencilerinin Biyoloji Dersinde Kazandıkları Bilgileri Güncel Olaylarla İlişkilendirebilme Düzeyleri. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Ercan, F., Taşdere, A. ve Ercan, N. (2010). Kelime Ilişkilendirme Testi Aracılığıyla Bilişsel Yapının ve Kavramsal Değişimin Gözlenmesi. Türk Fen Eğitimi Dergisi, 7 (2), 136-154.
  • Gellin, B., Maibach, E. & Marcuse, E. (2000). Do Parents Understand Immunizations? A National Telephone Survey. Pediatrics, 106 (5), 1097-1102.
  • Gilbert, J. K., Boulter, C. & Rutherford, M. (1998a). Models in Explanations, part 1, Horses for courses? International Journal of Science Education, 20, 83-97.
  • Gilbert, J. K., Boulter, C. & Rutherford, M. (1998b). Models in Explanations, part 2, Whose voice? Whose ears? International Journal of Science Education, 20, 187–203.
  • Gilbert, J. K. & Boulter, C. J. (1998) Learning Science through Models and Modeling. In K Tobin and B Frazer (Eds). The International Handbook of Science Education (pp. 53- 66). Dordrecht: Kluwer.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the Concept “Chemical Equilibrium: The Associative Framework. Journal of Research in Science Teaching, 27 (3), 197-204.
  • Hovardas, T. & Korfiatis, K.J. (2006). Word Associations as a Tool for Assessing Conceptual Change in Science Education. Learning and Instruction, 16, 416-432.
  • Hruschka, D.J., Schwartz, D., St.John, D.C., Picone-Decaro, E., Jenkins, R.A. & Carey, J.W. (2004). Reliability in Coding Open-Ended Data: Lessons Learned from HIV Behavioral Research. Field Methods, 16 (3), 307-331.
  • Işıklı, M., Taşdere, A. ve Göz, N. L. (2011). Kelime İlişkilendirme Testi Aracılığıyla Öğretmen Adaylarının Atatürk İlkelerine Yönelik Bilişsel Yapılarının İncelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4 (1), 50–72.
  • Jones, M. G. & Rua, M. J. (2006). Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals. School Science and Mathematics, 108 (6), 263-278.
  • Jones, M.G. & Rua, M.J. (2008). Conceptual representations of flu and microbial illness held by students, teachers, and medical professionals. School Science and Mathematics, 108 (6), 263–278.
  • Jones, G., Gardner, G. E., Lee, T., Poland, K. & Robert, S. (2012).The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness. International Journal of Science Education, Part B, 2012, 1–15
  • Kostova, Z. & Radoynovska, B. (2008). Word Association Test for Studying Conceptual Structures of Teachers and Students. Bulgarian Journal of Science and Education Policy, 2 (2), 209-231.
  • Kostova, Z. & Radoynovska, B. (2010). Motivating Students’ Learning Using Word Association Test and Concept Maps. Bulgarian Journal of Science and Education Policy, 4 (1), 62- 98.
  • Köseoğlu, F. ve Bayır, E. (2011). Examining Cognitive Structures of Chemistry Teacher Candidates about Gravimetric Analysis through Word Association Test Method. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 107-125.
  • Kurt, H., Kaya, B., Ateş, A. ve Kılıç, S. (2009). Biyoloji Öğretmen Adaylarının Biyolojik Okuryazarlığı. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 17 - 30.
  • Lazarowitz, R. & Penso, S. (1992). High School Students’ Difficulties in Learning Biology Concepts. Journal of Biological Education, 26(3), 215-224.
  • Lukin, K. (2013). Exciting Middle and High School Students about Immunology: An Easy, Inquiry-Based Lesson. Immunologic Research, 55(1-3), 201-209.
  • Martin, E. (1992). The End of the Body? American Ethnologist, 19, 121-141.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE.
  • Mosothwane, M. (2009).A Study of Science Teacher Trainees’ Conceptualization of Immunological Processes. International Journal of Educational Policies, 3(1), 67-80.
  • Nakiboğlu, C. (2008).Using Word Associations for Assessing Nonmajor Science Students’ Knowledge Structure Before and After General Chemistry Instructions: The Case of Atomic Structure. Chemical Educational Research Practice, 9, 309–322.
  • Nartgün, Z. (2006). Fen ve Teknoloji Öğretiminde Ölçme ve Değerlendirme. M. Bahar (Edt.). Fen ve Teknoloji Öğretimi. Ankara: Pegema Yayıncılık.
  • Nyachwayaa, J. M., Mohameda, A-R., Roehriga, G. H. Woodb, N. B., Kernc, A. L. & Schneiderd, J.L. (2011). The Development of an Open-Ended Drawing Tool: An Alternative Diagnostic Tool for Assessing Students’ Understanding of the Particulate Nature of Matter. Chemistry Education Research and Practice, 12 (2), 121-132.
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Biology Student Teachers’ Cognitive Structure on the Concept of “Immunity”

Yıl 2013, Sayı: 21, 242 - 264, 01.12.2013

Öz

The current study aims to determine biology student teachers’ cognitive structure on the concept of immunity. Qualitative research method was applied in this study. The data were collected from 40 biology student teachers. The free word-association test and the drawing-writing technique were used as data collection instruments. The data collected were subject to content analysis. Based on the categories, frequency was provided. The data collected through the study were divided into 8 categories, which were stated as follows: structures are involved in immunity, artificial immunity, the response of immunity, the definition of immunity, the organism response of end of the immunity, relationship between immunity and species, the nature of immunity and ways to destroy in the immunity. Moreover, it was determined that they had some alternative concepts about immunity.

Kaynakça

  • Ad, V.N.K. ve Demirci, N. (2012). Prospective Teachers’ Levels of Associating Environmental Problems with Science Fields and Thermodynamics Laws. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13 (3), 19-46
  • Atasoy, B. (2004). Fen Öğrenimi ve Öğretimi. Ankara: Asil Yayınevi.
  • Aydın, F. ve Taşar, M.F. (2010). An Investigation of Pre-Service Science Teachers’ Cognitive Structures and Ideas about the Nature of Technology. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(4), 209-221.
  • Backett-Milburn, K. & McKie, L. (1999). A Critical Appraisal of the Draw and Write Technique. Health Education Research Theory & Practice, 14 (3), 387–398.
  • Bahar, M., Johnstone, A. H. & Hansell, M. H. (1999a). Revisiting Learning Difficulties in Biology. Journal of Biological Education, 33, 84–86.
  • Bahar, M., Johnstone, A.H. & Sutcliffe, R.G. (1999b). Investigation of Students’ Cognitive Structure in Elementary Genetics through Word Association Tests. Journal of Biological Education, 33, 134-141.
  • Bahar, M. ve Kılıçlı, F. (2001).Kelime İlişkilendirme Testi Yöntemi ile Atatürk İlkeleri Arasındaki Bağların Araştırılması. X. Ulusal Eğitim Bilimleri Kongresi. Abant İzzet Baysal Üniversitesi, Bolu.
  • Bahar, M. (2003). Biyoloji Eğitiminde Kavram Yanılgıları ve Kavram Değişim Stratejileri. Kuram ve Uygulamada Eğitim Bilimleri, 3 (1), 27- 64.
  • Bahar, M. ve Özatlı, N.S. (2003). Kelime İletişim Test Yöntemi İle Lise 1. Sınıf Öğrencilerinin Canlıların Temel Bileşenleri Konusundaki Bilişsel Yapılarının Araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5 (1), 75- 85.
  • Bahar, M., Nartgün, Z., Durmuş, S. ve Bıçak, B. (2006). Geleneksel ve Alternatif Ölçme ve Değerlendirme Öğretmen El-Kitabı. Ankara: PegemA Yayıncılık.
  • Bahar, M., Özel, M., Prokop, P. & Uşak, M. (2008). Science Student Teachers’ Ideas of the Heart. Journal of Baltic Science Education, 7(2), 1648 -3898.
  • Cardellini, L. & Bahar, M. (2000). Monitoring the Learning of Chemistry through Word Association Tests. Australian Chemistry Research Book, 19, 59- 69.
  • Cetin, G., Ozarslan, M., Isik, E. & Eser, H. (2013). Students’ views About Health Concept by Drawing and Writing Technique. Energy Education Science and Technology, Part B, 5 (1), 597-606.
  • CUSE (Committee on Undergraduate Science Education) (1997). Misconceptions as Barriers to Understanding Science. Science Teaching Reconsidered: A Handbook. Washington, D. C.: National Academy Press.
  • Çiftçi, S. (2009). Kelime Çağrışımlarının Cinsiyet Değişkenine Göre Gösterdiği Temel Nitelikler Üzerine Bir Deneme. Turkish Studies, 4 (3), 633-654.
  • Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views? Educational Research and Reviews, 7(3), 61-71.
  • Daskolia, M., Flogaitis, E. & Papageorgiou, E. (2006). Kindergarten Teachers' Conceptual Framework on the Ozone Layer Depletion. Exploring the Associative Meanings of a Global Environmental Issue. Journal of Science Education and Technology, 15(2), 168- 178.
  • De Souza-Hart, J. (2011). Creative Ideas for Biology Podcasts: The Immune System as an Example. The American Biology Teacher, 73 (3), 171-175.
  • Donovan, M. S. & Bransford, J. D. (2005). How Students Learn: Science in the Classroom. National Academies Press.
  • Dove, J. E., Everett, L. A. & Preece, P. F. W. (1999). Exploring a Hydrological Concept Though Children’s Drawings.International Journal of Science Education, 21(5), 485-497.
  • Enginar, İ., Saka, A. ve Sesli, E. (2002). Lise 2 Öğrencilerinin Biyoloji Dersinde Kazandıkları Bilgileri Güncel Olaylarla İlişkilendirebilme Düzeyleri. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Ercan, F., Taşdere, A. ve Ercan, N. (2010). Kelime Ilişkilendirme Testi Aracılığıyla Bilişsel Yapının ve Kavramsal Değişimin Gözlenmesi. Türk Fen Eğitimi Dergisi, 7 (2), 136-154.
  • Gellin, B., Maibach, E. & Marcuse, E. (2000). Do Parents Understand Immunizations? A National Telephone Survey. Pediatrics, 106 (5), 1097-1102.
  • Gilbert, J. K., Boulter, C. & Rutherford, M. (1998a). Models in Explanations, part 1, Horses for courses? International Journal of Science Education, 20, 83-97.
  • Gilbert, J. K., Boulter, C. & Rutherford, M. (1998b). Models in Explanations, part 2, Whose voice? Whose ears? International Journal of Science Education, 20, 187–203.
  • Gilbert, J. K. & Boulter, C. J. (1998) Learning Science through Models and Modeling. In K Tobin and B Frazer (Eds). The International Handbook of Science Education (pp. 53- 66). Dordrecht: Kluwer.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the Concept “Chemical Equilibrium: The Associative Framework. Journal of Research in Science Teaching, 27 (3), 197-204.
  • Hovardas, T. & Korfiatis, K.J. (2006). Word Associations as a Tool for Assessing Conceptual Change in Science Education. Learning and Instruction, 16, 416-432.
  • Hruschka, D.J., Schwartz, D., St.John, D.C., Picone-Decaro, E., Jenkins, R.A. & Carey, J.W. (2004). Reliability in Coding Open-Ended Data: Lessons Learned from HIV Behavioral Research. Field Methods, 16 (3), 307-331.
  • Işıklı, M., Taşdere, A. ve Göz, N. L. (2011). Kelime İlişkilendirme Testi Aracılığıyla Öğretmen Adaylarının Atatürk İlkelerine Yönelik Bilişsel Yapılarının İncelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4 (1), 50–72.
  • Jones, M. G. & Rua, M. J. (2006). Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals. School Science and Mathematics, 108 (6), 263-278.
  • Jones, M.G. & Rua, M.J. (2008). Conceptual representations of flu and microbial illness held by students, teachers, and medical professionals. School Science and Mathematics, 108 (6), 263–278.
  • Jones, G., Gardner, G. E., Lee, T., Poland, K. & Robert, S. (2012).The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness. International Journal of Science Education, Part B, 2012, 1–15
  • Kostova, Z. & Radoynovska, B. (2008). Word Association Test for Studying Conceptual Structures of Teachers and Students. Bulgarian Journal of Science and Education Policy, 2 (2), 209-231.
  • Kostova, Z. & Radoynovska, B. (2010). Motivating Students’ Learning Using Word Association Test and Concept Maps. Bulgarian Journal of Science and Education Policy, 4 (1), 62- 98.
  • Köseoğlu, F. ve Bayır, E. (2011). Examining Cognitive Structures of Chemistry Teacher Candidates about Gravimetric Analysis through Word Association Test Method. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 107-125.
  • Kurt, H., Kaya, B., Ateş, A. ve Kılıç, S. (2009). Biyoloji Öğretmen Adaylarının Biyolojik Okuryazarlığı. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 17 - 30.
  • Lazarowitz, R. & Penso, S. (1992). High School Students’ Difficulties in Learning Biology Concepts. Journal of Biological Education, 26(3), 215-224.
  • Lukin, K. (2013). Exciting Middle and High School Students about Immunology: An Easy, Inquiry-Based Lesson. Immunologic Research, 55(1-3), 201-209.
  • Martin, E. (1992). The End of the Body? American Ethnologist, 19, 121-141.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE.
  • Mosothwane, M. (2009).A Study of Science Teacher Trainees’ Conceptualization of Immunological Processes. International Journal of Educational Policies, 3(1), 67-80.
  • Nakiboğlu, C. (2008).Using Word Associations for Assessing Nonmajor Science Students’ Knowledge Structure Before and After General Chemistry Instructions: The Case of Atomic Structure. Chemical Educational Research Practice, 9, 309–322.
  • Nartgün, Z. (2006). Fen ve Teknoloji Öğretiminde Ölçme ve Değerlendirme. M. Bahar (Edt.). Fen ve Teknoloji Öğretimi. Ankara: Pegema Yayıncılık.
  • Nyachwayaa, J. M., Mohameda, A-R., Roehriga, G. H. Woodb, N. B., Kernc, A. L. & Schneiderd, J.L. (2011). The Development of an Open-Ended Drawing Tool: An Alternative Diagnostic Tool for Assessing Students’ Understanding of the Particulate Nature of Matter. Chemistry Education Research and Practice, 12 (2), 121-132.
  • Özatlı, N. S. ve Bahar, M. (2010).Öğrencilerin Boşaltım Sistemi Konusundaki Bilişsel Yapılarının Yeni Teknikler İle Ortaya Konulması. Abant İzzet Baysal Üniversitesi Dergisi, 10 (2), 9-26.
  • Özmen, H. (2003). Kimya Öğretmen Adaylarının Asit ve Baz Kavramlarıyla İlgili İlgilerini Günlük Olaylarla İlişkilendirebilme Düzeyleri.Kastamonu Eğitim Dergisi, 11 (2), 317- 324.
  • Palmer, D. H. (1999) Exploring the Link between Students’ Scientific and Nonscientific Conceptions. Science Education, 83, 639-653.
  • Pluhar, Z. F., Piko, B. F., Kovacs, S. & Uzzoli, A. (2009). Air Pollution is bad for My Health: Hungarian Children’s Knowledge of the Role of Environment in Health and Disease. Health & Place, 15, 239-246.
  • Pines, A. & West, L. (1986). Conceptual Understanding and Science Learning: An Interpretation of Research within Sources-of Knowledge Framework. Science Education, 70 (5), 583-604.
  • Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a Scientific Conception. Toward a Theory of Conceptual Change. Science Education, 66, 211-227.
  • Pridmore, P. & Bendelow, G. (1995). Images of Health: Exploring Beliefs of Children Using the ‘Draw-And-Write’ Technique. Health Education Journal, 54 (4), 473–88.
  • Prokop, P., Fancovicová, J. & Tunnicliffe, S. D. (2009). The Effect of Type of Instruction on Expression of Children’s Knowledge: How Do Children See the Endocrine and Urinary System? International Journal of Environmental & Science Education, 4 (1), 75-93.
  • Rennie, L. J. & Jarvis, T. (1995). English and Australian Children’s Perceptions about Technology. Research Science Technology Education, 13(1), 37-52.
  • Romine, W., Siegel, M. & Roberts, T. (2009, April). Analyzing Secondary Science Teachers’ Alternative Conceptions Related to Avian Influenza. Paper Presentation at the National Association for Research in Science Teaching Annual Meeting, Garden Grove, CA.
  • Seymour, J. & Longdon, B. (1991). Respiration-That's Breathing Isn't It? Journal of Biological Education, 23(3), 177-184.
  • Shepardson, D. P., Wee, B., Priddy, M. & Harbor, J. (2007). Students’ Mental Models of the Environment. Journal of Research in Science Teaching, 44 (2), 327–348.
  • Simonneaux, L. (2000). A Study of Pupils’ Conceptions and Reasoning in Connection With ‘Microbes’ As a Contribution to Research in Biotechnology Education. International Journal of Science Education, 22 (6), 619–644.
  • Stafstrom, C, E., Rostasy, K. & Minster, A. (2002). The Usefulness of Children's Drawings in the Diagnosis of Headache. Pediatrics, 109 (3), 460-472.
  • Taşçı, G. ve Soran, H. (2012).Yükseköğretim Biyoloji Öğrencilerinin Öğrenme Stratejileri ve Bilişsel Yapılarının İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 394-405.
  • Taşdemir, A. ve Demirbaş, M. (2010). İlköğretim Öğrencilerinin Fen ve Teknoloji Dersinde Gördükleri Konulardaki Kavramları Günlük Yaşamla İlişkilendirebilme Düzeyleri. Uluslararası İnsan Bilimleri Dergisi, 7(1),125-148.
  • Timur, B. & Taşar, M.F. (2011). Developing Pre-Service Science Teachers’ Cognitive Structures about Technology: Word Association Test (WAT). Western Anatolia Journal of Educational Sciences, 2011, 131-138.
  • Torkar, G. & Bajd, B. (2006).Trainee Teachers’ Ideas about Endangered Birds. Journal of Biological Education, 41(1), 5-8.
  • Tsai, C. C. & Huang, C. M. (2002).Exploring Students’ Cognitive Structures in Learning Science: A Review of Relevant Methods. Journal of Biological Education, 36, 163-169.
  • Vance, K., Miller, K. & Hand, B. (1995). Two Examples of Using Constructivist Approaches to Teach Ecology at the Middle School Level. The American Biology Teacher, 37 (4), 244- 249.
  • Wandersee J. H., Mintzes J. J. & Novak J.D. (1994). Research on Alternative Conceptions in Science. In: Gabel DL (Eds.). Handbook of Research on Science Teaching and Learning (pp. 177-210). Simon & Schuster and Prentice Hall International, New York.
  • White, R. T. & Gunstone, R. F. (1992). Probing Understanding. London: The Falmer Press.
  • Yayla, R. G. ve Eyceyurt, G. (2011). Mental Models of Pre-Service Science Teachers about Basic Concepts in Chemistry. Western Anatolia Journal of Educational Sciences, 2011, 285-294.
  • Yıldırım, A. ve Şimşek, H. (2000). Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yiğit, N., Devecioğlu, Y. ve Ayvacı, H.Ş. (2002) İlköğretim Fen Bilgisi Öğrencilerinin Fen Kavramlarını Günlük Yaşamdaki Olgu ve Olaylarla İlişkilendirme Düzeyleri. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Yip, D. Y. (1998). Identification of Misconceptions in Novice Biology Teachers and Remedial Strategies for Improving Biology Learning. International Journal of Science Education, 20 (4), 461-477.
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Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Hakan Kurt

Yayımlanma Tarihi 1 Aralık 2013
Yayımlandığı Sayı Yıl 2013 Sayı: 21

Kaynak Göster

APA Kurt, H. (2013). BİYOLOJİ ÖĞRETMEN ADAYLARININ "BAĞIŞIKLIK" KONUSUNDAKİ BİLİŞSEL YAPILARI. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(21), 242-264.