Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study

Atchia, Shakeel Mohammad Cassam; Chummun, Dhavini; Luckho, Saheel

doi:10.1080/00219266.2022.2100452

Cited by 8 publications

(7 citation statements)

References 29 publications

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“…Similarly, Uzunhasanoğlu et al (2020) determined, with the two-tier concept diagnostic test they developed for general biology topics, that prospective biology teachers had the misconception that plants photosynthesize during the day and respire at night. In their study with a two-tier test on the subject of photosynthesis, Atchia et al (2022) found that Secondary school Cambridge A level biology students had the misconception that photosynthesis occurs in the presence of light energy. With the two-tier concept diagnostic test he developed for the subject of photosynthesis, Urey (2018) determined that prospective science teachers had the misconception plants photosynthesise during the day and respire just at night.…”

Section: Discussionmentioning

confidence: 99%

“…regarding respiration and photosynthesis in plants. As can be seen from all these studies conducted by Svandova (2014), Uzunhasanoğlu et al (2020), Atchia et al (2022), Urey (2018), Lin (2004) and Haslam and Treagust (1987), even though they are at different age groups and grade levels, students have an important misconception that sunlight is absolutely necessary for photosynthesis. The misconception coded M22, which was determined to be held by the 12th grade secondary school students with the four-tier SCDT developed for the concept of seed in this study, that the seed cannot photosynthesize in the light-free environment, is similar to the results of all these studies.…”

Section: Discussionmentioning

confidence: 99%

“…The aim of this study is to reveal secondary school students' misconceptions about the concept of seed by developing a "four-tier seed concept diagnostic test". As a result of the literature review, it was seen that there were studies on the development of multi-tier concept diagnostic tests on the subjects of plant biology, substance uptake and transport in plants (Akyurt & Akaydın, 2009;Vitharana, 2015;Wang, 2004), photosynthesis and plant respiration (Atchia et al, 2022;Haslam & Treagust, 1987;Lin, 2004;Lim & Poo, 2021;Svandova, 2014;Urey, 2018;Uzunhasanoğlu et al, 2020), reproduction in plants (Amelia, 2023) and growth and development of flowering plants (Lin, 2004). However, there were no multi-tier concept diagnostic tests directly related to the concept of seed.…”

Section: Introductionmentioning

confidence: 99%

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Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Onay,

Dikmenli,

Duran

2024

Journal of Teacher Education and Lifelong Learning

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Studies show that students have difficulty understanding topics such as fruit formation, germination and seed dispersal. The concept of seed is perceived as a general concept by students and its boundaries cannot be drawn exactly. In this context, the study aimed to determine the misconceptions of 12th grade secondary school students about seeds by developing a four-tier concept diagnostic test. For this purpose, a four-tier multiple-choice seed concept diagnostic test was developed for 12th grade secondary school students. The four-tier seed concept diagnostic test consisted of 11 questions and had a 3-factor structure. As a result of the analysis, this test was found to be valid and reliable. 30 different misconceptions were revealed with the four-tier seed concept diagnostic test. The results of the study showed that approximately one fourth of the 12th grade secondary school students had misconceptions about the concept of seed, and the rate of three of the misconceptions was above 10%. This study, which was conducted on 12th grade secondary school students, should also be conducted on different sample groups, and various studies should be conducted to eliminate the misconceptions determined in this study.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Onay,

Dikmenli,

Duran

2024

Journal of Teacher Education and Lifelong Learning

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“…It is challenging to overcome misconceptions (Duit & Treagust, 2003). Besides, many students may already have misconceptions related to introductory chemistry and biology (Atchia et al, 2022;Brandriet & Bretz, 2014;Machová & Ehler, 2021;Naah & Sanger, 2012;Rosenthal & Sanger, 2012;Smith & Villarreal, 2015). Families, teachers, and technological experiences may form and spread misconceptions in various ways (Karpudewan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examining ChatGPT’s validity as a source for scientific inquiry and its misconceptions regarding cell energy metabolism

Elmas,

Adiguzel-Ulutas,

Yılmaz

2024

Educ Inf Technol

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Many people use technological tools that are widely accessible, respond quickly, and have extensive information networks today. Due to recent technological advances in education and the increasing acceptance of Artificial Intelligence (AI) technologies, the issues regarding their implementation in education require identification and analysis. ChatGPT (Chat Generative Pre-trained Transformer), an artificial intelligence program that emerged in 2022, contains notable characteristics. OpenAI created ChatGPT and released it to users in 2022. ChatGPT is a machine learning-powered chatbot that can deliver detailed responses to inquiries. This research aims to evaluate the validity of ChatGPT-generated responses when scientific questions related to the biochemistry discipline are posed. A document analysis was conducted to determine the scientific validity of responses produced by ChatGPT for five questions. Five questions originating from bio-chemistry content were asked to ChatGPT in a written format. The AI’s generated answers were saved and analyzed depending on their scientific validity. As a result of the study, it was detected that ChatGPT responded with scientifically incorrect or incomplete answers to the five questions asked. Besides, when asked the reason for ChatGPT’s response, it is seen that AI insisted on its invalid answers. Following prompts for certainty, the AI’s performance was evaluated. It provided scientifically correct answers to the first two questions, partially correct answers to the third, and consistently offered invalid solutions for the remaining questions. Ultimately, ChatGPT’s capabilities are limited in providing scientifically rigorous responses. To obtain accurate and appropriate answers, it is imperative to pose comprehensive and detailed inquiries that facilitate a more precise and informed response. Scholars and researchers must acknowledge that ChatGPT harbors certain misconceptions and consequently only constitutes a somewhat dependable and scientifically validated resource.

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“…In the typical classes, where the STEM does not exist are the processes and aspects of photosynthesis taught separately in different grades. It could cause the misunderstanding of this abstract topic and the creation of many misconceptions among students, which will be persistent till adulthood (e.g., Atchia et al, 2022;Butler et al, 2015). In the case of STEM lessons, the presence of separate units is not presented, so the number of misconceptions and misunderstandings is rapidly decreasing.…”

mentioning

confidence: 99%

How to Stop the Disinterest of Students Toward School Subjects?

Kubiatko

2023

PEC

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Disinterest is obviously defined as a cause to regard something with no interest or concern. As it is mentioned in many studies, the interest in school subjects is decreasing. The factors causing this state are many, the excessive using of different information and communication devices among students of different age cohorts diverts attention from the learning topics and materials, and it can cause disinterest in students about all schools’ activity. The teachers and also researchers are trying to suggest many activities and improvements to eliminate disinterest. It is possible to mention an option, how to stop decreasing interest in any school subject, and it is possible to find it in the relatively new curricular efforts. As a good example serves STEM (science, technology, engineering, and math) subjects. STEM is introduced, used and popular in some countries, where the educational process is developing and where there is an effort to focus on the student(s).

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Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study

Cited by 8 publications

References 29 publications

Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Determination of Secondary School Students' Misconceptions About the Concept of Seed with the Four-Tier Misconception Diagnostic Test

Examining ChatGPT’s validity as a source for scientific inquiry and its misconceptions regarding cell energy metabolism

How to Stop the Disinterest of Students Toward School Subjects?

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