Determining Biology Student Teachers’ Cognitive Structure on the Concept of “Diffusion” Through the Free Word-Association Test and the Drawing-Writing Technique (original) (raw)
Related papers
This study was conducted to investigate the understanding of diffusion, osmosis and particulate theory of matter conceptions among pre-service Biology teachers. The respondents were 30 pre-service Biology teachers of a faculty of education, UiTM Shah Alam, Selangor. The Diffusion, Osmosis and Particle Theory (DOPT) Two-Tier Diagnostic Instrument and interview applied for the data collection. The items for the diagnostic test are based on the two-tier, multiple-choice format. The first tier consists of a response question and the second tier consists of possible reasons. Findings from the DOPT two-tier diagnostic instruments highlighted that the respondents' understanding of diffusion and osmosis were satisfactory good as 5 out of the 7 items was over 75% which is within 80%-99%. However the understanding on particulate theory of matter was unsatisfactory as all seven items were less than 75% and does not reached the benchmark set up. Interviews with four respondents provided use...
Friedrichsen, first for always challenging me to think deeply, search for explanations, and achieve more than I thought possible. Your enthusiasm, outstanding guidance, and excellent mentoring enabled me to grow as a researcher. I cannot thank you enough for so generously sharing your time, talent, and expertise. I extend my gratitude to the members of my doctoral committee. Your comprehensive exam questions provided the basis for my research and your feedback, suggestions, and ideas guided my progress. Each of you has contributed greatly to my knowledge of education, science, and research throughout my program. I want to thank Dr. Lloyd Barrow, whose thoughtful guidance, insight, and support throughout my doctoral program has been invaluable. I want to extend my gratitude to Dr. Mark Volkmann whose research mentorship provided the foundation of knowledge and understanding of research needed to accomplish my dissertation work. Dr. David Bergin, and Dr. vom Saal, thank you for your unique insights and advice. Thank you all for the genuine concern and interest in my progress throughout my doctoral program. Your support has been an outstanding source of knowledge and strength. I would like to thank all of the faculty members of the Science Education Center. Your knowledge and professionalism are impressive. Working with you through courses, projects, and internships has greatly enhanced and extended my knowledge and understanding of science education, teacher preparation, and education research. Thank you for having high expectations and challenging me to think deeply and achieve more. I
PERCEPTION OF BIOLOGICAL CONCEPTS AMONG HIGHER SECONDARY TEACHERS: A STUDY
Aarhat Multidisciplinary International Education Research Journal (AMIERJ), 2018
Biology is an important subject in curriculum. It helps to develop the scientific attitude, scientific temper, logical reasoning, scientific literacy, awareness of environmental issues, and respect about surrounding life among students. Biology textbook content is a authentic source of information for teachers & students. According to the National Focus Group has made important consideration about higher secondary biology curriculum that, scientific concepts should be within reach of the learner and also content components i.e. key terms, facts, concepts, principles, illustrations etc introduced and delivered in the classroom by meaningfully and simplified manner. The biology teachers play an important role to transfer biology content knowledge to the students. If the biology teachers already perceived some misconceptions or alternative conceptions regarding the biology concepts, it may transform as it is in their students. It will be adversely affected the conceptual understanding of the students. In the present paper researchers has made an attempt to study the perception about Biological concepts among higher secondary teachers. The content analysis method and descriptive survey method was adopted for the study. The data collected from higher secondary biology teachers (N=50) with the help of researcher made questionnaire and analyzed with the descriptive statistics. It was found that most of the higher secondary biology teachers are unaware about the biological concepts in textbook. Most of the teachers are unable to differentiate between biological terms, facts, attributes and concepts. The present paper will be helpful to know more about the present status of perception of higher secondary biology teachers and the content analysis.
A cross-age study of student understanding of the concept of diffusion
Journal of Research in Science Teaching, 1991
This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or "no understanding." An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology. Recent studies in science education have demonstrated that students across the educational sequence hold incomplete or inaccurate understandings of many scientific phenomena (
Investigate Grade 7 Students’ Knowledge Construction About Diffusion and Osmosis
Journal of Physics: Conference Series, 2019
This research aimed to investigate the students’ constructing scientific knowledge about diffusion and osmosis with analogy approach. The subjects were selected by purposive sampling method including 30 Grade 7 students in Yasothonpittayakom School, Muang District, Yasothon Province, Thailand, in second semester of 2014 academic year. Gathering data by semi-structured interviews and open-ended questionnaire. The data analyses were qualitative analytical techniques. The results of study revealed that almost students held the concept of dissolve to mention diffusion and held the concept of the particulate and the movement of particulate. Their explanations of diffusion and osmosis mentioned various phenomena.
Biology Education Students’ Analysis of Reasoning on Plant Taxonomy Coursewhite Rasch Model
2021
The reasoning is the stage of thinking that tries to connect facts or evidence to reach conclusions. The reasoning includes thinking and reasoning skills that support the formation and modification of concepts. The complexity of learning stages and reasoning gives results in inequality or low levels of reasoning owned by students. This study aimed to analyze the reasoning of students in the Plant Taxonomy course. This research used a descriptive quantitative design. This research used a test instrument administered on 36 students of Biology Education of UIN Raden Fatah Palembang with data collected using questions with indicators based on Toulmin's assessment (2003). The data analysis was conducted by analyzing the level of individual ability (person measure) to determine students' reasoning ability. The data analysis showed that one student had a logit person score of +3.05, namely student number 02, with a high reasoning category. There were twenty-four students, with a me...
Journal of Physics: Conference Series, 2019
In this study, word association test (WAT) was used to investigate the cognitive structure and level of understanding of biology preservice teacher students regarding the central dogma of molecular biology. Analysis of WAT's response words showed that the cognitive structure of students was grouped into 6 categories, namely: "molecules that play a role", "stages and processes that occur", "place in progress", "products", "synonyms/other terms", and " important role". The sentences analysis of the WAT response showed that biology preservice teacher students more often use the information processing mode "define" and "describe" in explaining the central dogma of molecular biology compared to "comparing" and "concluding". The results of the study concluded that cognitive structure and conceptual understanding of students on the topic of the central dogma of molecular biology were still deficient and not comprehensive. In addition, the implications of this study are presented at the end of the article.
BIODIDAKTIKA, JURNAL BIOLOGI DAN PEMBELAJARANNYA
Content Knowledge (CK) is an ability to reveal a particular object based on the characteristics possessed by the object. The purpose of this research was to analyze the ability of Content Knowledge (CK) of Pre-service Biology Teachers to be viewed based on concept comprehension test. The study used qualitative methods, measured by giving a test in the form of a description of the genetics and ecology, the questions were compiled based on Bloom's taxonomy Revision from C2-C4 level. The research show that; in general prospective teachers have low mastery on the concept of gene regulation, Mendel's Law, and protein synthesis, but they have a good concepts on comprehension of Genes, DNA, and chromosomes, mutations, DNA relations, RNA, polypeptides, transcription and translation in the function of the formation of the nature of living things, and the relationship between sexual reproduction and gene inheritance. For the concept of ecology, in general they have a low mastery on the concept of interaction between organisms, biomass, community of organisms and global changes. While they have a good mastery on concept of the food chain system and the flow of energy, and the population.
How Are Knowledge Structures of Pre-Service Biology Teachers on “Organic” Concept?
The purpose of this study is to investigate knowledge structures of pre-service biology teachers on the “organic” concept. The study included two different samples for the first and second stages of the study, respectively. In the first stage, the participants (n=108) completed a word association task and they produced 172 concepts. 22 of the concepts indicated in higher frequency than 10 were given to the second group participants (n=20). The second group participants selected and used 9 of 22 concepts to develop concept maps in which “organic” concept was placed on the center. In addition, they wrote their definitions of organic and gave examples for it. By focusing on the concept maps and their definitions; knowledge structures of the participants were determined based on types of the maps, main titles found in the maps, links represented as sentences, definitions and the examples. The findings showed that two different types of the maps were determined as branched and hierarchical, also five main titles (food, chemistry, biology, health and agriculture) were found. Moreover, their definitions and examples also provided similar titles (food, chemistry, biology, health, textile and agriculture) except for textile. The links between the concepts in the concept maps, definitions and examples regarding organic concept showed that pre-service biology teachers had compartmentalized knowledge structures regarding “organic” concept. In conclusion, on associations between different concepts regarding “organic” concept, problems in terms of coherency were also determined.
Rural Students’ Conceptual Understanding of Diffusion and Osmosis
Asia Pacific Journal of Educators and Education, 2020
The purpose of this study was to determine students' understanding of the topic "Movement of Substances Across the Plasma Membrane" that covers the concepts of diffusion and osmosis. This study adopted the survey research design. A total of 288 students studying in Grade 10 in rural secondary schools were assessed. The instrument used is a test called the Movement of Substances across the Plasma Membrane (MSPM) is a two-tier multiple-choice question test with a high reliability coefficient (r = 0.877). The results show that the majority of students, i.e. 54% of the students obtained average scores. The findings reveal that the overall performance of the students in terms of their understanding of the concepts of diffusion and osmosis was unsatisfactory. An implication of the study is that the MSPM test (two-tier diagnostic test) provides a feasible approach for evaluating students' understanding and for identifying students' coherent understanding of the diffusion and osmosis concepts. It was found that even though students chose the correct option at the first tier of the test, but it was revealed that students provided misconceptions when had to give explanations to their options in the first tier. The misconceptions identified in the study could serve as a resource for Biology teachers to promote meaningful learning.