Turkish student teachers’ ideas about diagrams of a flower and a plant cell

Topsakal, Ünsal Umdu; Oversby, John

doi:10.1080/00219266.2011.572988

Cited by 12 publications

(7 citation statements)

References 21 publications

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“…It has also been found that pre-service teachers have similar conceptual misconceptions both in their word association test and in their drawings. These results are similar to other studies on this area (Zamora and Guerra, 1993;Glynn and Tomone, 1998;Clément, 2007;Kurt and Ekici, 2013;Yörek, 2007;Maras and Akman, 2009;Yörek, Şahin and Uğulu, 2009;Cavas and Kesercioğlu, 2010;Tasdelen and Güven, 2012;Topsakal and Oversby, 2012;Taştan Kırık and Kaya, 2014;Ormancı and Balım 2016).…”

Section: Tartişma Ve Sonuçsupporting

confidence: 91%

Fen Bilgisi Öğretmen Adaylarının “Prokaryot-Ökaryot” Konusundaki Bilişsel Yapılarının Belirlenmesi

Kalayci

2017

E-International Journal of Educational Research

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Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının ökaryot ve prokaryot ile ilgili kavramsal bilgilerini belirleyerek bilişsel yapılarını tespit etmektir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Veriler toplam 78 fen bilgisi öğretmen adayının katılımıyla toplanmıştır. Verilerin toplanmasında kelime ilişkilendirme testi ve çizmeyazma tekniği bir arada kullanılmıştır. Elde edilen veriler içerik analizine göre düzenlenmiştir. Araştırma sonunda prokaryot kavramına ait veriler 4 kategori, ökaryot kavramına ait veriler ise 6 kategori altında toplanmıştır. Yaptığımız araştırma sonucunda öğretmen adaylarının prokaryot ve ökaryot kavramlarını karıştırdıkları, bu kavramlarla alakalı bazı kavram yanılgılarına sahip oldukları belirlenmiştir. Öğretmen adaylarının bazıları tüm tek hücreli canlıları prokaryot olarak sınıflanırken, ökaryotların hepsinin de çok hücreli olduğu gibi kavram yanılgılarına rastlanmıştır.

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Section: Tartişma Ve Sonuçsupporting

confidence: 91%

Fen Bilgisi Öğretmen Adaylarının “Prokaryot-Ökaryot” Konusundaki Bilişsel Yapılarının Belirlenmesi

Kalayci

2017

E-International Journal of Educational Research

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“…This study is part of a collaborative study of wider aspects of the role of diagrams in learning. We have identified diagrams as a widespread problem, and that students and teachers lack spontaneity in diagram use (Umdu Topsakal & Oversby, 2011a, 2011bUmdu Topsakal & Oversby, 2012;Umdu Topsakal & Oversby, 2013). If visual literacy is regarded as incorporating a different language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages' (as cited in Stokes, 2002, p. 12).…”

Section: Discussionmentioning

confidence: 99%

“…Although the diagrams are effective in science education, teachers must be careful about choosing and reading diagrams. Some recent studies found that some students and teachers lack spontaneity in biology diagram use (Umdu Topsakal & Oversby, 2011a, 2011bUmdu Topsakal & Oversby, 2012;Umdu Topsakal & Oversby, 2013). Depending on the literature, there is a need to approach the chemistry diagrams as a part of teacher education.…”

Section: Introductionmentioning

confidence: 99%

Fen Alan ve Fen Alan Dışı Öğretmenlerinin Kimya Görsellerine Bakış Açıları

Topsakal¹,

Oversby²

2017

Sakarya University Journal of Education

Self Cite

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In the present study, what attracts the attention of science and nonscience specialist teachers think in chemistry diagrams are explored. The data were gathered from 50 (25 female, 25 male) teachers of primary and secondary schools in Turkey. Twenty-seven (27) 27 of the participants are science specialists and 23 are non-science specialists. The data were collected in 2012. A qualitative approach was adopted. The data were collected in three steps. Firstly, chemistry diagrams from internet were collected and some chemistry diagrams (12) were chosen by the researchers. In second step, selected diagrams were shown to the teachers. In this step, the participants were asked to think aloud about what they noticed when they looked at these diagrams. In the third step, semi-structured interviews were carried out in order to examine further the thoughts of the teachers on these diagrams. In our study, we found there were no significant differences in responses between the science and nonscience specialist teachers. We conclude that it may be helpful to train teachers in the processes of constructing and reading diagrams.

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“…There is no doubt that teachers can teach only what they know, hence, the reluctance of biology teachers to explicitly teach students biological drawing skills casts doubt on their biological drawing competence. Indeed, previous studies such as Patrick and Tunnicliffe (2014), Petr and Rokos (2018), Soyibo (1997), andTopsakal andOversby (2012) indicated that both the pre-service and in-service biology teachers were not competent in biological drawings.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 98%

Assessment of Nigerian Biology Teachers’ Knowledge of Errors in Biological Drawing

Bello

2022

AQUADEMIA

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In this survey research, biology teachers' knowledge of errors in biological drawing was assessed with a focus on their qualifications and years of teaching experience. A total of 100 out of 235 biology teachers in public secondary schools in Kwara State Central Senatorial District, Nigeria took part in the study. The teachers were selected through stratified random sampling procedure. An assessment test titled "identification of errors in biological drawing test" (IEBDT) designed by the researcher was used to gather data in the study. The reliability coefficient of IEBDT was 0.83. Results of the study revealed that biology teachers had poor knowledge of errors in biological drawings and that a significant difference does not exist in their knowledge of errors in biological drawing based on their qualifications and years of teaching experience. It was recommended that biology teacher education programs should be re-jigged while biology teachers were admonished to regularly participate in teacher professional development programs. Further research studies to determine factors responsible for the teachers' poor knowledge of errors in biological drawing and lack of significant difference in their knowledge based on qualifications and teaching experience in contrast to logical expectations was also, recommended in the study.

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Turkish student teachers’ ideas about diagrams of a flower and a plant cell

Cited by 12 publications

References 21 publications

Fen Bilgisi Öğretmen Adaylarının “Prokaryot-Ökaryot” Konusundaki Bilişsel Yapılarının Belirlenmesi

Fen Bilgisi Öğretmen Adaylarının “Prokaryot-Ökaryot” Konusundaki Bilişsel Yapılarının Belirlenmesi

Fen Alan ve Fen Alan Dışı Öğretmenlerinin Kimya Görsellerine Bakış Açıları

Assessment of Nigerian Biology Teachers’ Knowledge of Errors in Biological Drawing

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