RESEARCH PAPER
Acquaintance, Knowledge and Alternative Conceptions of Eight Grade Students about Inheritance: A Three-Tiered Testing Approach
 
More details
Hide details
1
Hacettepe University, Ankara, TURKEY
2
Inonu University, Malatya, TURKEY
Online publish date: 2017-11-15
Publish date: 2017-11-15
 
European J Hlth Biol 2017;6(1):em1
KEYWORDS:
TOPICS:
ABSTRACT:
The aim of this study research is to identify acquaintance, knowledge levels and alternative conceptions of the eighth grade students about inheritance by using a three-tiered testing approach. For this purpose a three-tiered test was designed; the first tier was to determine acquaintance of the subject, the second tier was to determine knowledge about the subject. The third tier was to determine alternative conceptions of eighth-grade students (n=393). Sample of the study was determined by using convenient sampling. This study is a descriptive research involving two data collection instruments; “three-tiered test for inheritance subject” and “personal information form”. For analyzing data, frequency and percent values regarding choices of the test for each tier were calculated. Also a map was constructed by considering findings on each tier of the test. According to the findings eight-grades have alternative conceptions about inheritance involving heredity, meiosis and mitosis, chromosome, genetic diseases, adaptation, modification, DNA and regeneration subjects. Also it was determined that lack of knowledge was not a prerequisite for observing alternative conceptions about inheritance, some of the students have acquaintance and knowledge about the subject but they have alternative conceptions about the subject.
CORRESPONDING AUTHOR:
Mustafa Serdar Köksal   
Hacettepe University, Hacettepe University, Faculty of Education, Department of Special Education, 06800 Ankara, Turkey
 
REFERENCES (25):
1. Ayas, A., Çepni, S., Akdeniz, A. R., Özmen, H., Yiğit, N., & Ayvacı, H. Ş. (2010). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi [Teaching Science and Technology: From Theory to Practice]. Ankara: Pegem Akademi.
2. Bahar, M. (2003). Misconceptions in Biology Education and Conceptual Change Strategies. Educational Sciences. Theory & Practice, 3(1), 55–64.
3. Baker, W. P., & Lawson, A. E. (2001). Complex instructional analogies and theoretical concept acquisition in college genetics. Science Education, 85, 665–683.
4. Banet, E., & Ayuso, E. (2000). Teaching genetics at secondary school: A strategy for teaching about the location of inheritance information. Science Education, 84, 313–351.
5. Elmesky, R. (2012). Building capacity in understanding foundational biology concepts: a k-12 learning progression in genetics informed by research on children’s thinking and learning. Research on Science Education, 43, 1155.
6. Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001–1015.
7. Fisher, K. (1985). A Misconception in Biology: Amino Acids and Translation. Journal of Biology Education, 22, 53–62.
8. Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education, (5th ed.). New York: Mcgraw-Hill Publishing.
9. Güneş, B. (2007) Fizikteki kavram yanılgıları. Retrieved on 7 June 2013 from http://www.bilalgunes.com.
10. Kaptan, F. (1999). Fen Bilgisi Öğretimi. İstanbul: Milli Eğitim Basımevi.
11. Kibuka-Sebitosi, E. (2007). Understanding genetics and inheritance in rural schools. Journal of Biological Education, 41(2), 56–61.
12. Knippels, M.-C. P. J., Waarlo, A. J., & Boersma, K. T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3), 108–112.
13. Koray, Ö., & Bal, Ş. (2002). Fen Öğretiminde Kavram Yanılgıları ve Kavramsal Değişim Stratejisi. G.Ü. Kastamonu Eğitim Fakültesi Dergisi, (10), 83–90.
14. Lanie, A. D., Jayaratne, T. E., Sheldon, J. P., Kardia, S. L. R., Anderson, E. S., Feldbaum, M., & Petty, E. M. (2004). Exploring the public understanding of basic genetics concepts. Journal of Genetic Counseling, 13(4), 305-320.
15. Lewis, J. & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance – do students see any relationship? International Journal of Science Education, 22, 177–195.
16. Lewis, J., & Kattmann, U. (2004). Traits, genes, particles and information: re-visiting student’s understandings of genetics. International Journal of Science Education, 26(2), 195–206.
17. Posner, G. J., Hewson, P. W., Strike, K. A., & Gertzog, W. A. (1982). Accomodation of a Scientific Conception : Toward a Theory of Conceptual Change. Science Education, 66, 211–227.
18. Reckase, M. D., & McKinley, R. L. (1991). The discriminating power of items that measure more than one dimension. Applied Psychological Measurement, 15, 361-373.
19. Rudner, L. & Schafer, W. (2002). What teachers need to know about assessment. Washington, DC: National Education Association.
20. Southerland, S., Abrams, E., Cummins, C., & Anzelmo, J. (2001). Understanding students’ explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education, 85(4), 328–348.
21. Wells, C. S., & Wollack, J. A. (2003). A method for maintaining scale stability in the presence of test speededness. Journal of Educational Measurement, 40, 307-330.
22. Wenning, C. j. (2008) Dealing more effectively with alternative conceptions in science, Journal of Physics Teacher Education Online, 5(1), 11-19.
23. Williams, M., Debarger, A. H., Montgomery, B. L., Zhou, X., & Tate, E. (2011). Exploring middle school students’ conceptions of the relationship between genetic inheritance and cell division. Science Education, (96), 78–103.
24. Williams, M., Montgomery, B. L., & Manokore, V. (2012) From Phenotype to Genotype: Exploring Middle School Students’ Understanding of Genetic Inheritance in a Web-Based Environment. The American Biology Teacher, 74(1), 35-40.
25. Yang, C., Noh, T., Scharmann, L.C., & Kang, S. (2014) A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution, The Asia-Pacific Education Researher, 23(3), 683–698.
ISSN:2165-8722