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dc.contributor.authorKumandaş, B.en_US
dc.contributor.authorAteskan, A.en_US
dc.contributor.authorLane, J.en_US
dc.date.accessioned2019-02-21T16:03:01Z
dc.date.available2019-02-21T16:03:01Z
dc.date.issued2018en_US
dc.identifier.issn0021-9266
dc.identifier.urihttp://hdl.handle.net/11693/50066
dc.description.abstractTeachers need to be aware of biology misconceptions in their classrooms and how to address them. In response, researchers and science educators have suggested and examined effective practices to prevent and ameliorate misconceptions. An extensive review of the literature gives researchers and educators insights into trends, practices, and gaps in the misconceptions research and helps decide which issues to address and why. The current study shares how researchers in Turkey conduct a content analysis of published misconception research in Turkey by using a form. The analysis resulted in a meta-synthesis (thematic content analysis) that inventoried and compared the purposes, research methods, data collection instruments, and findings of the selected publications. Biology educators in other regions of the world can inform their practice by using this instrument and research methods to learn about trends and patterns in misconception research. Researchers will gain insights into effective methods that have been used to examine misconceptions and will be able to identify biology misconceptions that have been under-investigated and need further analysis.
dc.language.isoEnglish
dc.source.titleJournal of Biological Educationen_US
dc.relation.isversionofhttps://doi.org/10.1080/00219266.2018.1490798
dc.subjectBiology misconceptionsen_US
dc.subjectContent analysisen_US
dc.subjectMeta-synthesisen_US
dc.subjectPaper classification formen_US
dc.titleMisconceptions in biology: a meta-synthesis study of research, 2000-2014en_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage1en_US
dc.citation.epage15en_US
dc.identifier.doi10.1080/00219266.2018.1490798
dc.publisherRoutledge


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