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Investigation of secondary school students' learning about the fungi kingdom

Yıl 2023, Cilt: 12 Sayı: 4, 227 - 242, 31.10.2023

Ferhat Karakaya Canan Bilgili Neslihan Soysal Mehmet Yılmaz

https://doi.org/10.19128/turje.1334348
Cited By: 1

Öz

Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.

Anahtar Kelimeler

Fungi Misconceptions Secondary school students

Kaynakça

  • Adıgüzel, M., & Yılmaz, M. (2020). Action Research on identifying and correcting pre-service biology teachers’ misconceptions. Eğitimde Kuram ve Uygulama, 16(1), 69-82. https://doi.org/10.17244/eku.691760
  • Arslan, H. Ö., Çiğdemoğlu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess preservice teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686. https://doi.org/10.1080/09500693.2012.680618
  • Assimi, E., Janati Idrissi, R., Zerhane, R., & Boubih, S. (2022). The use of a three-tier diagnostic test to investigate conceptions related to cell biology concepts among pre-service teachers of life and earth sciences. Journal of Biological Education, 1-28. https://doi.org/10.1080/00219266.2022.2134175
  • Aytaçlı, B. (2012). A Detailed analysis on case study. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 1-9.
  • Baldrian, P., Větrovský, T., Lepinay, C., & Kohout, P. (2022). High-throughput sequencing view on the magnitude of global fungal diversity. Fungal Diversity, 114(1), 539-547. https://doi.org/10.1007/s13225-021-00472-y
  • Brownlee, K., Parsley, K. M., & Sabel, J. L. (2023). An analysis of plant awareness disparity within introductory biology textbook images. Journal of Biological Education, 57(2), 422-431. https://doi.org/10.1080/00219266.2021.1920301
  • Chen, S. H., & Ku, C. H. (1999). Aboriginal children’s conceptions and alternative conceptions of plants. Proceedings of the National Science Council Part D: Mathematics, Science and Technology Education, 9(1), 10-19.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five traditions. SAGE.
  • Çalgıcı, G., & Duru, M. K. (2023). The effect of differentiated instruction on mass and weight misconceptions and academic achievement. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 57(57), 201-225. https://doi.org/10.15285/maruaebd.1117542
  • Duda, H. J. (2020). Students' misconception in concept of biology cell. Anatolian Journal of Education, 5(1), 47-52. https://doi.org/10.29333/aje.2020.515a
  • Ferguson, D. G., & Jensen, J. L. (2023). A Day in the Life of Carlton Smith: the bombardment of evolution misconceptions. The American Biology Teacher, 85(2), 73-79. https://doi.org/10.1525/abt.2023.85.2.73
  • Galvin, E., Simmie, G. M., & O’Grady, A. (2015). Identification of misconceptions in the teaching of biology: A pedagogical cycle of recognition, reduction, and removal. Higher Education of Social Science, 8(2), 1-8. https://doi.org/10.3968/6519
  • Gökçek, T. (2009). The application of case study evaluations. Elementary Education Online, 8(2), 1-3.
  • Gul, S. (2021). 5th-grade students' misunderstandings and misconceptions about Fungi. Mimbar Sekolah Dasar, 8(2), 179-204. https://doi.org/10.53400/mimbar-sd.v8i2.33033
  • Gülen, S. (2020). Determination of the status of classification of living things in fifth grade students. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1053-1065. https://dx.doi.org/10.17240/aibuefd.2020..-628799
  • Gündüz, E., Yılmaz M., Çimen, O., Karakaya, F., & Adıgüzel, M. (2018, November). Examination of the MEB secondary school 9th grade biology textbook in terms of scientific content. V. International Multidisciplinary Studies Symposium (ISMS), Ankara.
  • Hawksworth, D. L., & Lücking, R. (2017). Fungal diversity revisited: 2.2 to 3.8 million species. Microbiology Spectrum, 5(4), 5-4. https://doi.org/10.1128/microbiolspec.FUNK-0052-2016
  • Hüseyinbaş, Ö., Ünal, A., & Yerlikaya, Z. (2021). Comparison of secondary school students' awareness of the near environment they live in according to regional differences. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 5(2), 164-184. https://doi.org/10.34056/aujef.800252
  • Istanda, V., Chang, C. Y., Lee, W. C., Liu, Y. C., & Wang, S. R. (2012). Concept cartoons based two-tier online testing system for magnetism conception. Applied Mechanics and Materials, 148, 891-894.
  • Jamaluddin, J., Jufri, A. W., & Ramdani, A. (2023). Effect of E-readiness skills, metacognitive awareness, and biological literacy on the high school students' misconceptions. Jurnal Pendidikan IPA Indonesia, 12(2), 252-264. https://doi.org/10.15294/jpii.v12i2.37536
  • Jančaříková, K., & Jančařík, A. (2022). How to teach photosynthesis? A review of academic research. Sustainability, 14(20), 13529. https://doi.org/10.3390/su142013529
  • Jung, J. (2020). Diagnosing causes of pre-service literature teachers’ misconceptions on the narrator and focalizer using a two-tier test. Education Sciences, 10(4), 104. https://doi.org/10.3390/educsci10040104
  • Kalaycı, S. (2017). Determining pre-service science teachers’ cognitive structure on the concepts of “Prokaryote” and “Eukaryote”. e-International Journal of Educational Research, 8(3), 46-64. https://doi.org/10.19160/ijer.337877
  • Karakaya, F., Bozkurt, S., & Yilmaz, M. (2022). Developing preschool students’ awareness of living things: fungi in nature. Pedagogical Research, 7(1), em0116. https://doi.org/10.29333/pr/1155
  • Karakaya, F., & Yılmaz, M. (2021). Investigating pre-service science teachers' misconceptions about the concept of organelle. Türk Eğitim Bilimleri Dergisi, 19(1), 403-420. https://doi.org/10.37217/tebd.884899
  • Lampman, A. M. (2007). General principles of ethno my cological classification among the tzeltal Maya of Chiapas, Mexico. Journal of Ethno Biology 27(1), 11-27, https://doi.org/10.2993/0278-0771(2007)27
  • Machová, M., & Ehler, E. (2023). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 57(3), 633-646. https://doi.org/10.1080/00219266.2021.1933136
  • Mader, S. S., & Windelspecht, M. (2018). Essentials of biology, (5th Ed.). McGraw-Hill Education.
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi [Qualitative data analysis] (1st Ed.) (Trans Eds. S. Altun Akbaba & A. Ersoy). Pegem Akademi.
  • Ministry of National Education [MoNE] (2018). Ortaöğretim Biyoloji Dersi Öğretim Programı (9, 10, 11, ve 12. Sınıflar) [Secondary Education Biology Curriculum (Grades 9, 10, 11, and 12)]. http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
  • Namdar, B., & Demir, A. (2016). A spider or an insect? Argumentation-based classification activity for fifth graders. Journal of Inquiry Based Activities, 6(1), 1-9.
  • Özdemir, G., & Çalışkan, İ. (2018). Misconceptions of the 5th and 6th grade students of secondary school about the classification of vertebrate and invertebrate animals. Elementary Education Online, 17(2), 658-674. https://doi.org/10.17051/ilkonline.2018.419019
  • Park, M., & Liu, X. (2021). An investigation of item difficulties in energy aspects across biology, chemistry, environmental science, and physics. Research in Science Education, 51, 43-60. https://doi.org/10.1007/s11165-019-9819-y
  • Peker, E. A., & Taş, E. (2020). Misconceptions of fifth grade students about the “Let’s travel and learn about the Living World” Unit. Van Yüzüncü Yıl University Journal of Education Faculty, 17(1), 643-670. https://doi.org/10.33711/yyuefd.710025
  • Petersen, J. H. (2013). The Kingdom of Fungi. Princeton University Press.
  • Purvis, A., & Hector, A. (2000). Getting the measure of biodiversity. Nature, 405(6783), 212-219.
  • Puspitasari, P., Jalmo, T., & Yolida, B. (2017). Identification of students' misconceptions on photosynthesis and plant respiration. Journal of Bioterdidik: Forum for Scientific Expression, 8(2), 123-137.
  • Sadava, D., Hillis, M. D., Heller, H. C., & Berenbaum, M. R. (2014). The Science of Biology, (10th Ed.). Macmillan.
  • Sen, S., & Yilmaz, A. (2017). The Development of a three-tier chemical bonding concept test. Journal of Turkish Science Education, 14(1), 110-126. https://dx.doi.org/10.12973/tused.10193a
  • Sıcak, A., & Arsal, Z. (2013). 5 evaluation of the lesson unit of let’s learn about the world of organisms in the elementary school fifth-grade course of science and technology with respect to the educational criticism model. Karaelmas Eğitim Bilimleri Dergisi, 1(1), 157-175.
  • Simard, C. (2023). Microorganism education: misconceptions and obstacles. Journal of Biological Education, 57(2), 308-316. https://doi.org/10.1080/00219266.2021
  • Simon, E. J., Reece, J. B., Burton, R.A., & Dickey, J. L. (2019). Campbell Essential Biology. Pearson Education.
  • Soeharto, S., & Csapó, B. (2021). Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts. Heliyon, 7(11), e08352. https://doi.org/10.1016/j.heliyon.2021.e08352
  • Svandova, K. (2014). Secondary school students’ misconceptions about photosynthesis and plant respiration: Preliminary results. Eurasia Journal of Mathematics, Science and Technology Education, 10(1), 59-67. https://doi.org/10.12973/eurasia.2014.1018a
  • Taylor, M., Simon, E., Dickey, J., Hogan, K., & Reece, J. (2018). Campbell Biology: Concepts & Connections. Pearson Education.
  • Thouin, M. (2020). La didactique: Essentielle, mais menacée. Didactique 1(1), 61–86. http://dx.doi.org/10.37571/2020.0104
  • Urey, M. (2018). Defining the relationship between the perceptions and the misconceptions about Photosynthesis topic of the preservice science teachers. European Journal of Educational Research, 7(4), 813-826. http://dx.doi.org/ 10.12973/eu-jer.7.4.813
  • Urry, L.A., Cain, M., Wasserman, S., Minorsky, P., & Reece, J. (2021). Campbell Biology. Pearson Education.
  • Villarroel, J. D., Antón A., Zuazagoitia D., & Nuño T. (2018). Young children’s understanding of plant life: a study exploring rural urban differences in their drawings, Journal of Biological Education, 52(3), 331-341. https://doi.org/10.1080/00219266.2017.1385505
  • Wojciehowski, M., & Ernst, J. (2018). Creative by nature: Investigating the impact of nature preschools on young children’s creative thinking. International Journal of Early Childhood Environmental Education, 6(1), 3-20.
  • Wind, S. A., & Gale, J. D. (2015). Diagnostic opportunities using Rasch measurement in the context of a misconceptions‐based physical science assessment. Science Education, 99(4), 721-741. https://doi.org/10.1002/sce.21172
  • Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(7), 2-18. https://doi.org/10.1186/s12052-014-0007-2
  • Yen, C-F., Yao, T-W., & Mintzes, J-J. (2007). Taiwanese students’ alternative conceptions of animal biodiversity. International Journal of Science Education, 29(4), 535-553. https://doi.org/10.1080/09500690601073418
  • Yılmaz, M., Gündüz, E., Çimen, O., Karakaya, F., & Aslan, İ. (2021). An analysis of 6th grade science textbooks in terms of scientific content and learning outcomes. e-Kafkas Journal of Educational Research, 8(2), 101-122. https://doi.org/10.30900/kafkasegt.947938
  • Yılmaz, M., Gündüz, E., Çimen, O., & Karakaya, F. (2017). Examining of biology subjects in the science textbook for grade 7 regarding scientific content. Turkish Journal of Education, 6(3), 128-142. https://doi.org/10.19128/turje.318064

Ortaöğretim öğrencilerinin mantarlar âlemine yönelik öğrenmelerinin incelenmesi

Yıl 2023, Cilt: 12 Sayı: 4, 227 - 242, 31.10.2023

Ferhat Karakaya Canan Bilgili Neslihan Soysal Mehmet Yılmaz

https://doi.org/10.19128/turje.1334348
Cited By: 1

Öz

Mantarlar aleminde bulunan canlıların gerek ekolojik nişleri gerekse insanlara sağlamış olduğu farklı yararları düşünüldüğünde, öğrencilerin bu alemdeki canlılara yönelik bilimsel bilgi düzeylerinin yüksek olması beklenmektedir. Araştırmada, ortaöğretim öğrencilerinin mantarlar âlemine yönelik öğrenmelerinin incelenmesi amaçlanmıştır. Durum çalışması olarak gerçekleştirilen araştırma, 2022-2023 yılında Türkiye’nin İç Anadolu Bölgesinde öğrenim gören 52 ortaöğretim öğrencisi ile gerçekleştirilmiştir. Veri toplanmasında açık uçlu soru formu kullanılmıştır. Araştırma sonucunda, ortaöğretim öğrencilerinin mantarlar alemindeki canlıların sınıflandırılması, beslenme şekli, ekolojik işlevleri ve insan yaşamına etkilerine yönelik kavram yanılgılarının ve bilgi eksikliklerinin olduğu belirlenmiştir. Öğrenciler, mantarların bitkiler âleminde yer aldığını, fotosentez yaparak beslendiğini ve yoğurt yapımında kullanıldıklarını ifade etmişlerdir. Bu sonuçlara göre, öğrencilerin mantarlar âleminde yer alan canlılara yönelik kavram yanılgılarının oluşuma neden olan ders kitapları, öğretim yöntemi ve öğretmenlere çalışmaların yapılması önerilmektedir.

Anahtar Kelimeler

Kavram yanılgıları Mantarlar Ortaöğretim öğrencileri

Kaynakça

  • Adıgüzel, M., & Yılmaz, M. (2020). Action Research on identifying and correcting pre-service biology teachers’ misconceptions. Eğitimde Kuram ve Uygulama, 16(1), 69-82. https://doi.org/10.17244/eku.691760
  • Arslan, H. Ö., Çiğdemoğlu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess preservice teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686. https://doi.org/10.1080/09500693.2012.680618
  • Assimi, E., Janati Idrissi, R., Zerhane, R., & Boubih, S. (2022). The use of a three-tier diagnostic test to investigate conceptions related to cell biology concepts among pre-service teachers of life and earth sciences. Journal of Biological Education, 1-28. https://doi.org/10.1080/00219266.2022.2134175
  • Aytaçlı, B. (2012). A Detailed analysis on case study. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 1-9.
  • Baldrian, P., Větrovský, T., Lepinay, C., & Kohout, P. (2022). High-throughput sequencing view on the magnitude of global fungal diversity. Fungal Diversity, 114(1), 539-547. https://doi.org/10.1007/s13225-021-00472-y
  • Brownlee, K., Parsley, K. M., & Sabel, J. L. (2023). An analysis of plant awareness disparity within introductory biology textbook images. Journal of Biological Education, 57(2), 422-431. https://doi.org/10.1080/00219266.2021.1920301
  • Chen, S. H., & Ku, C. H. (1999). Aboriginal children’s conceptions and alternative conceptions of plants. Proceedings of the National Science Council Part D: Mathematics, Science and Technology Education, 9(1), 10-19.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five traditions. SAGE.
  • Çalgıcı, G., & Duru, M. K. (2023). The effect of differentiated instruction on mass and weight misconceptions and academic achievement. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 57(57), 201-225. https://doi.org/10.15285/maruaebd.1117542
  • Duda, H. J. (2020). Students' misconception in concept of biology cell. Anatolian Journal of Education, 5(1), 47-52. https://doi.org/10.29333/aje.2020.515a
  • Ferguson, D. G., & Jensen, J. L. (2023). A Day in the Life of Carlton Smith: the bombardment of evolution misconceptions. The American Biology Teacher, 85(2), 73-79. https://doi.org/10.1525/abt.2023.85.2.73
  • Galvin, E., Simmie, G. M., & O’Grady, A. (2015). Identification of misconceptions in the teaching of biology: A pedagogical cycle of recognition, reduction, and removal. Higher Education of Social Science, 8(2), 1-8. https://doi.org/10.3968/6519
  • Gökçek, T. (2009). The application of case study evaluations. Elementary Education Online, 8(2), 1-3.
  • Gul, S. (2021). 5th-grade students' misunderstandings and misconceptions about Fungi. Mimbar Sekolah Dasar, 8(2), 179-204. https://doi.org/10.53400/mimbar-sd.v8i2.33033
  • Gülen, S. (2020). Determination of the status of classification of living things in fifth grade students. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1053-1065. https://dx.doi.org/10.17240/aibuefd.2020..-628799
  • Gündüz, E., Yılmaz M., Çimen, O., Karakaya, F., & Adıgüzel, M. (2018, November). Examination of the MEB secondary school 9th grade biology textbook in terms of scientific content. V. International Multidisciplinary Studies Symposium (ISMS), Ankara.
  • Hawksworth, D. L., & Lücking, R. (2017). Fungal diversity revisited: 2.2 to 3.8 million species. Microbiology Spectrum, 5(4), 5-4. https://doi.org/10.1128/microbiolspec.FUNK-0052-2016
  • Hüseyinbaş, Ö., Ünal, A., & Yerlikaya, Z. (2021). Comparison of secondary school students' awareness of the near environment they live in according to regional differences. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 5(2), 164-184. https://doi.org/10.34056/aujef.800252
  • Istanda, V., Chang, C. Y., Lee, W. C., Liu, Y. C., & Wang, S. R. (2012). Concept cartoons based two-tier online testing system for magnetism conception. Applied Mechanics and Materials, 148, 891-894.
  • Jamaluddin, J., Jufri, A. W., & Ramdani, A. (2023). Effect of E-readiness skills, metacognitive awareness, and biological literacy on the high school students' misconceptions. Jurnal Pendidikan IPA Indonesia, 12(2), 252-264. https://doi.org/10.15294/jpii.v12i2.37536
  • Jančaříková, K., & Jančařík, A. (2022). How to teach photosynthesis? A review of academic research. Sustainability, 14(20), 13529. https://doi.org/10.3390/su142013529
  • Jung, J. (2020). Diagnosing causes of pre-service literature teachers’ misconceptions on the narrator and focalizer using a two-tier test. Education Sciences, 10(4), 104. https://doi.org/10.3390/educsci10040104
  • Kalaycı, S. (2017). Determining pre-service science teachers’ cognitive structure on the concepts of “Prokaryote” and “Eukaryote”. e-International Journal of Educational Research, 8(3), 46-64. https://doi.org/10.19160/ijer.337877
  • Karakaya, F., Bozkurt, S., & Yilmaz, M. (2022). Developing preschool students’ awareness of living things: fungi in nature. Pedagogical Research, 7(1), em0116. https://doi.org/10.29333/pr/1155
  • Karakaya, F., & Yılmaz, M. (2021). Investigating pre-service science teachers' misconceptions about the concept of organelle. Türk Eğitim Bilimleri Dergisi, 19(1), 403-420. https://doi.org/10.37217/tebd.884899
  • Lampman, A. M. (2007). General principles of ethno my cological classification among the tzeltal Maya of Chiapas, Mexico. Journal of Ethno Biology 27(1), 11-27, https://doi.org/10.2993/0278-0771(2007)27
  • Machová, M., & Ehler, E. (2023). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 57(3), 633-646. https://doi.org/10.1080/00219266.2021.1933136
  • Mader, S. S., & Windelspecht, M. (2018). Essentials of biology, (5th Ed.). McGraw-Hill Education.
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi [Qualitative data analysis] (1st Ed.) (Trans Eds. S. Altun Akbaba & A. Ersoy). Pegem Akademi.
  • Ministry of National Education [MoNE] (2018). Ortaöğretim Biyoloji Dersi Öğretim Programı (9, 10, 11, ve 12. Sınıflar) [Secondary Education Biology Curriculum (Grades 9, 10, 11, and 12)]. http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
  • Namdar, B., & Demir, A. (2016). A spider or an insect? Argumentation-based classification activity for fifth graders. Journal of Inquiry Based Activities, 6(1), 1-9.
  • Özdemir, G., & Çalışkan, İ. (2018). Misconceptions of the 5th and 6th grade students of secondary school about the classification of vertebrate and invertebrate animals. Elementary Education Online, 17(2), 658-674. https://doi.org/10.17051/ilkonline.2018.419019
  • Park, M., & Liu, X. (2021). An investigation of item difficulties in energy aspects across biology, chemistry, environmental science, and physics. Research in Science Education, 51, 43-60. https://doi.org/10.1007/s11165-019-9819-y
  • Peker, E. A., & Taş, E. (2020). Misconceptions of fifth grade students about the “Let’s travel and learn about the Living World” Unit. Van Yüzüncü Yıl University Journal of Education Faculty, 17(1), 643-670. https://doi.org/10.33711/yyuefd.710025
  • Petersen, J. H. (2013). The Kingdom of Fungi. Princeton University Press.
  • Purvis, A., & Hector, A. (2000). Getting the measure of biodiversity. Nature, 405(6783), 212-219.
  • Puspitasari, P., Jalmo, T., & Yolida, B. (2017). Identification of students' misconceptions on photosynthesis and plant respiration. Journal of Bioterdidik: Forum for Scientific Expression, 8(2), 123-137.
  • Sadava, D., Hillis, M. D., Heller, H. C., & Berenbaum, M. R. (2014). The Science of Biology, (10th Ed.). Macmillan.
  • Sen, S., & Yilmaz, A. (2017). The Development of a three-tier chemical bonding concept test. Journal of Turkish Science Education, 14(1), 110-126. https://dx.doi.org/10.12973/tused.10193a
  • Sıcak, A., & Arsal, Z. (2013). 5 evaluation of the lesson unit of let’s learn about the world of organisms in the elementary school fifth-grade course of science and technology with respect to the educational criticism model. Karaelmas Eğitim Bilimleri Dergisi, 1(1), 157-175.
  • Simard, C. (2023). Microorganism education: misconceptions and obstacles. Journal of Biological Education, 57(2), 308-316. https://doi.org/10.1080/00219266.2021
  • Simon, E. J., Reece, J. B., Burton, R.A., & Dickey, J. L. (2019). Campbell Essential Biology. Pearson Education.
  • Soeharto, S., & Csapó, B. (2021). Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts. Heliyon, 7(11), e08352. https://doi.org/10.1016/j.heliyon.2021.e08352
  • Svandova, K. (2014). Secondary school students’ misconceptions about photosynthesis and plant respiration: Preliminary results. Eurasia Journal of Mathematics, Science and Technology Education, 10(1), 59-67. https://doi.org/10.12973/eurasia.2014.1018a
  • Taylor, M., Simon, E., Dickey, J., Hogan, K., & Reece, J. (2018). Campbell Biology: Concepts & Connections. Pearson Education.
  • Thouin, M. (2020). La didactique: Essentielle, mais menacée. Didactique 1(1), 61–86. http://dx.doi.org/10.37571/2020.0104
  • Urey, M. (2018). Defining the relationship between the perceptions and the misconceptions about Photosynthesis topic of the preservice science teachers. European Journal of Educational Research, 7(4), 813-826. http://dx.doi.org/ 10.12973/eu-jer.7.4.813
  • Urry, L.A., Cain, M., Wasserman, S., Minorsky, P., & Reece, J. (2021). Campbell Biology. Pearson Education.
  • Villarroel, J. D., Antón A., Zuazagoitia D., & Nuño T. (2018). Young children’s understanding of plant life: a study exploring rural urban differences in their drawings, Journal of Biological Education, 52(3), 331-341. https://doi.org/10.1080/00219266.2017.1385505
  • Wojciehowski, M., & Ernst, J. (2018). Creative by nature: Investigating the impact of nature preschools on young children’s creative thinking. International Journal of Early Childhood Environmental Education, 6(1), 3-20.
  • Wind, S. A., & Gale, J. D. (2015). Diagnostic opportunities using Rasch measurement in the context of a misconceptions‐based physical science assessment. Science Education, 99(4), 721-741. https://doi.org/10.1002/sce.21172
  • Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(7), 2-18. https://doi.org/10.1186/s12052-014-0007-2
  • Yen, C-F., Yao, T-W., & Mintzes, J-J. (2007). Taiwanese students’ alternative conceptions of animal biodiversity. International Journal of Science Education, 29(4), 535-553. https://doi.org/10.1080/09500690601073418
  • Yılmaz, M., Gündüz, E., Çimen, O., Karakaya, F., & Aslan, İ. (2021). An analysis of 6th grade science textbooks in terms of scientific content and learning outcomes. e-Kafkas Journal of Educational Research, 8(2), 101-122. https://doi.org/10.30900/kafkasegt.947938
  • Yılmaz, M., Gündüz, E., Çimen, O., & Karakaya, F. (2017). Examining of biology subjects in the science textbook for grade 7 regarding scientific content. Turkish Journal of Education, 6(3), 128-142. https://doi.org/10.19128/turje.318064
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Biyoloji Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Ferhat Karakaya 0000-0001-5448-2226

Canan Bilgili 0009-0005-6365-4495

Neslihan Soysal 0000-0001-7544-8625

Mehmet Yılmaz 0000-0001-6700-6579

Erken Görünüm Tarihi 31 Ekim 2023
Yayımlanma Tarihi 31 Ekim 2023
Kabul Tarihi 27 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 4

Kaynak Göster

APA Karakaya, F., Bilgili, C., Soysal, N., Yılmaz, M. (2023). Investigation of secondary school students’ learning about the fungi kingdom. Turkish Journal of Education, 12(4), 227-242. https://doi.org/10.19128/turje.1334348

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https://doi.org/10.17152/gefad.1331962
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