Examining the Concept Complexity of Pre-Service Teachers in Terms of Species Diversity and Species Richness

Abstract

Turkey shows the character of a continent in terms of biodiversity it hosts. Turkey, retaining most of the natural habitats and biodiversity that has been one of the few countries. In this research, it was aimed to determine and solve the concept complexities of pre-service teachers for species diversity and species richness. The research group consisted of 165 pre-service teachers who biology, science education and pedagogical formation for biology teaching in the academic year 2017-2018. The data were collected by structured interview form developed by the researchers. In the analysis of the data, the correct answers are 1 (one), the wrong answers are coded as 0 (zero) and presented as a percentage-frequency. As a result of the research, it was determined that pre-service teachers experienced a complexity concept related to species richness and species diversity. In addition, it was determined that the method applied was effective in the elimination of the conceptual complexity of teacher candidates for species diversity and species richness.

Examination of Pre-Service Science Teachers’ Conceptual Perceptions and Misconceptions about Photosynthesis

“…When the general competencies of the teaching profession are examined; It can be said that it is important to train teachers who have field knowledge, inquiring, advanced theoretical, methodological and factual knowledge. Because teachers who have scientifically incomplete or incorrect information will cause their students to fall into the same mistakes (Yılmaz et al, 2021). According to Burgoon et al (2010), a teacher with misconceptions cannot identify the misconceptions in students and causes new misconceptions to occur.…”