Misconceptions of primary and high school students related to the biological concept of human reproduction, cell Life cycle and molecular basis of heredity

Ţaklin Luksa; Ines  Radanovıs; Diana  Garasıs; Mirela  Sertıs Perıs

doi:10.36681/

Authors

Ţaklin Luksa High School Josipa Slavenskog Ţakovec, CROATİA
Ines Radanovıs Faculty of Science, Division of Biology, Zagreb University, CROATİA
Diana Garasıs Agency for education, Zagreb, CROATİA
Mirela Sertıs Perıs Faculty of Science, Division of Biology, Zagreb University, CROATİA

DOI:

https://doi.org/10.36681/

Keywords:

human reproduction, meiosis, menstrual cycle, misconceptions, ovulation

Abstract

The aim of this research was to determine the misconceptions of students related to the concept of human reproduction. The research was conducted in the period from 2008 to 2012 in 41 primary and 36 high schools in Croatia, with a total sample of 1931 students. The analysis of the students' answers shows the scope and permanency of misconceptions and problems in the process of understanding the concepts related to human reproduction. The misconceptions associated with mitosis and meiosis, as well as human reproduction itself are particularly emphasised. The results show that students do not understand the purpose of mitosis and meiosis, what sex cells are and what their purpose is. A major problem for all students of both genders is the concept of ovulation and the menstrual cycle in general. The results indicate that the approach to teaching certain concepts should be changed, and that teaching content should be more appropriately distributed and better adapted to the students’ developmental levels and interests. Future research should be focused on a more detailed analysis of the identified misconceptions in all grades.

Downloads

Download data is not yet available.

References

Akyurek, E. & Afacan, O. (2012). Determining the 8th grade students’ misconceptions in the unit of ―cell division‖ by using roundhouse diagramming. International Journal of Curriculum and Instructional Studies, 2, 47-58.

Anderson, D. L., Fisher, K. M. & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, Vol. 39, 952– 978.

Atilboz, N. G. (2004). 9th Grade students’ understanding levels and misconceptions about mitosis and meiosis. Gazi University Journal of Gazi Educational Faculty (GUJGEF), Vol. 24, 147-157.

Aydin, G. & Balim, A. G. (2013). Students’ misconceptions related to subjects of ―cell division and heredity‖. Journal of Research in Education and Teaching, Vol. 2, 338-348.

Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, Vol. 3(1), 55-64.

Brown, C.R. (2010). Some misconceptions in meiosis shown by students responding to an Advanced level practical examination question in biology. Journal of Biological Education, Vol 24 (3), 182-186.

Chi, M.T.H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences. Vol.14(2), 161-199.

Cimer, A. (2007). Effective Teaching in Science: A Review of Literature. Journal of Turkish Science Education, Vol. 4(1), 20-44.

Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essay, Vol. 5(2), 235-247.

DiSessa, A.A. (2002). Why conceptual ecology is a good idea. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 29-60). Dordrecht: Kluwer.

Donati, S., Medda, E., Spinelli, A. & Grandolfo, M. E. (2000). Sex Education in Secondary Schools: An Italian Experience. Journal of Adolescent Health, Vol. 26 (4), 303–308.

Driver, R. & Easley, J. (1978). Pupils and Paradigms: A Review of Literature Related to Concept Development in Adolescent Science Students. Studies In Science Education, 5, 61-84.

Driver, R. (1988). Theory into Practice II: A Constructivist Approach to Curriculum Devolopment. P. Fensham (Ed.), Development and Dilemmas in Science Education (pp.133-149). Philadelphia, The Falmar Press.

Eisen, Y., & Stavy R. (1992). Material cycles in nature A new approach to teaching photosynthesis in junior high school. The American Biology Teacher, Vol.54 (6), 339-342.

Emre, I. & Bahsi, M. (2006). Misconceptions of science teacher candidates about cell division. Eastern Anatolia Region Research Journal (DAUM), Vol. 4, 70-73.

Evans, R. & Winsløw C. (2007). Fundamental situations in teaching biology: The case of parthenogenesis. NORDINA, Nordic Studies in Science Education 3(2): 132-145

Fetherstonhaugh, T. &Treagust, D.F. (1992). Students’ understanding of light and its properties: teaching to engender conceptual change. Science Education, Vol. 76, 653-672.

Fisher, K. (1985). A Misconception in Biology: Amino Acids and Translation. Journal Of Research In Science Teaching, Vol.22, 53-62.

Flores, F., Tovar, M.E. & Gallegos, L. (2003). Representation of the cell and its processes inhigh school students: an integrated view. International Journal of Science Education, Vol. 25(2), 269-286.

Garašiš, D. (2012). Primjerenost biološkog obrazovanja tijekom osnovnog i gimnazijskog školovanja (unpublished doctoral dissertation), Zagreb: Biološki odsjek Prirodosolovno-matematiţki fakultet Sveuţilišta u Zagrebu.

Griffiths, T. & Moon, B. (2000). Switching From Teaching To Learning, BioEd 2000, The Challenge of the Next Century, Proceedings of the International Symposium, at URL: http://archive.concord.org/intl/cbe/pdf/griffiths.pdf , 20.8. 2008.

Hadjichambis, A. Ch., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E.A. & Mappourasa, D. (2015). Investigating the Effectiveness of an Inquiry - Based Intervention on Human Reproduction in Relation to Students’ Gender, Prior Knowledge and Motivation for Learning in Biology. Journal of Biological Education, 1-14. at URL: http://dx.doi.org/10.1080/00219266.2015.1067241

Hakim, A., Liliasari, Kadarohman, A. & Syah, Y.M. (2016). Effects of the Natural Product Mini Project Laboratory on the Students Conceptual Understanding. Journal of Turkish Science Education, Vol. 13(2), 27-36.

Kurt, H., Ekici, G., Aksu, Ö. & Aktaş, M. (2013). Determining Cognitive Structures and Alternative Conceptions on the Concept of Reproduction (The Case of Pre-Service Biology Teachers). Creative Education. Vol.4 (9), 572-587. Published Online September 2013 in SciRes at URL: http://www.scirp.org/journal/ce

Lewis, J., Leach, J. & Robinson, C.W. (2000). Chromosomes: the missing link-young people’s understanding of mitosis, meiosis, and fertilization. Journal Biology Education, Vol. 34(4), 189–199.

Mestre, J. (2001). Cognitive aspects of learning and teaching. From: Chapter 3 of Teacher Enhancement for Elemetary and Secondary Science and Mathematics: Status, Issues, and Problems. S.J. Fitzsimmons & L.C. Kerplelman (Eds.), Washington, D.C. (NSF). 80-94.

Oztas, H., Ozay, E. & Oztas, F. (2003). Teaching cell division to secondary school students; An investigation of difficulties experienced by Turkish teachers. Journal Biology Education, Vol. 38(1), 13-15.

Pace Marshall, S. (2006). The Power to Transform: Leadership that Brings Learning and Schooling to Life. San Francisco, CA: Jossey-Bass Publishers.

Radanoviš, I., Lukša, Ţ., Garašiš, D., Bastiš, M, Markoviš, N., Furlan, Z., Dolenec, T., Begiš, V., Kapov, S., Štigliš, N. & Petraţ, T. (2011). Ispiti vanjskog vrednovanja iz Biologije u osmim razredima u školskoj godini 2010./2011.-Glavno ispitivanje. (pp 1-114). Nacionalni centar za vanjsko vrednovanje obrazovanja, Zagreb.

Robinson, C. W. & Lewis, J. (2000). Genes, chromosomes, cell division & inheritance—Do students see any relationship? International Journal of Science Education, Vol. 22, 177-195. doi:10.1080/095006900289949

Smith, E.L. & Anderson, C.W. (1984). Plants as producers: a case study of elementary science teaching. Journal of Research in Science Teaching, Vol. 21, 685-698.

Sydsjö, G., Selling, K.E., Nyström, K., Oscarsson, C. & Kjellberg, S. (2006). Knowledge of reproduction in teenagers and young adults in Sweden, The European Journal of Contraception & Reproductive Health Care, Vol. 11 (2), 117-125.

Tamir, P. & Zohar, A. (1993). Anthropomorphism and teleology in reasoning about biological phenomena. Science Education, Vol. 75, 57–67.

Tekkaya, C. (2002). Misconceptions as Barrier to Understanding Biology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Vol. 23, 259-266.

Tekkaya, C., Capa, Y. & Yilmaz, O. (2000). Prospective teachers’ misconceptions concerning general biology concepts. Hacettepe University Journal of Education, Vol. 18, 140-147.

Topçu, M.S. & Şahin-Pekmez, E. (2009).Turkish Middle School Students’ Difficulties in Learning Genetics Concepts. Journal of Turkish Science Education, Vol. 6(2), 55-62.

Yip, D. Y. (1998). Children's misconceptions on reproduction and implications for teaching Journal of Biological Education, 33(1), 21-26