Browsing by Subject "Biology education"

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Open Access
Application of food fermentation practical work in classes
(2021-08) Yılmaz, Burçin Arslan
This study investigates the integration of food fermentation practical work into national and international curricula and teachers’ perceptions of its implementation in classes. Content analysis was used to determine the incorporation of food fermentation practical work into IBDP, IGCSE, MoNE biology and MoNE science curricula to develop a framework. Furthermore, a food fermentation workshop is organized for teachers and their curriculum integration study in the workshop used for triangulation. After the workshop, semi-structured interviews were used to gather data about teachers’ perceptions on the application of practical work of food fermentation in classes. Food fermentation practical work was found to be applicable in 75% of the MoNE biology curriculum units, and in 67% and 62% of the IBDP and IGCSE biology curricula, and 36% of the MoNE science curriculum. The findings suggest that all teachers’ views about the use of food fermentation practical work in classes were positive in terms of contribution of practical work on learning, making abstract topic more permanent, improving students’ recall level and eliminating misconceptions of the topic, and improving students’ manipulative, creativity, communication, responsibility skills. It is found that teachers who have resources such as laboratories, allowed time in curriculum for practical work, the support of school administrations, availability of ready-made materials and in-service trainings on practical work, are more willing to implement food fermentation practical work in their classes. Moreover, practical studies of food fermentation were found appropriate for extracurricular activities and interdisciplinary projects by the teachers.
Open Access
Misconceptions in biology education: a review of relevant research
(2015-05) Kumandaş, Bahar
Misconceptions are an obstacle to comprehend scientific phenomena. Since misconceptions are a significant problem at all levels of education, studies have been increasing in the field of biology education. The aim of the study was to explore the patterns of the articles about biology misconceptions in Turkey and to reveal general tendencies. To meet this aim, 67 articles were selected through ISI Web of Knowledge, Scopus, EBSCOhost, ULAKBİM and ASOS Index databases published from 2000 to 2014. Meta-synthesis (thematic content analysis) method was used to explore characteristics, purposes, themes and patterns, data collection tool types, research methods, sample and sample sizes, and data analysis methods of these articles. Selected articles were subjected to the adapted version of the Paper Classification Form developed by Sözbilir, Kutu & Yaşar (2012). The results show that articles about misconception in biology are mostly published in international journals and written in Turkish. These articles mainly focus on identifying misconceptions. Most of the studies’ samples were pre-service teachers. The sample iv size of the studies varied between 31-100. Qualitative and quantitative research methods were equally dominate over mixed method, which was less preferred. The findings also indicate that more studies have been undertaken in environment and ecology, and genetics and cell division. Achievement and diagnostic tests were the most common data collection tools and used multiple choice and open-ended question types. This review is expected to inform educators, teachers, pre-service teachers and curriculum developers about themes and patterns in misconception research.
Open Access
Resolving the dilemma of international school cirriculum: the case of biology
(Eurasia Publishing House, 2014) Sagun, S.; Corlu, M. S.
The purpose of the current study is to explore the predictors of the Diploma Program scores in biology to resolve the dilemma regarding which international school curriculum is better to prepare students for the Diploma Program. A purposive sample of 135 high school students was drawn from a private international school in Turkey. Data was analyzed with a multiple regression approach. A statistically significant and relatively strong relationship was found between the Diploma Program scores in biology and the International General Certificate of Secondary Education science exam scores.