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Karakaya, Ferhat; Yilmaz, Mehmet; Adigüzel, Merve – International Online Journal of Education and Teaching, 2021
Biology is a complex science that includes different subjects. As a result, misconceptions, confusion and misleading are common problems in biology education. In this study, it was aimed to determine the learning of pre-service science teachers about food web. The research, using the case study, was conducted in 2019-2020. The study group of the…
Descriptors: Preservice Teachers, Undergraduate Students, Science Education, Scientific Concepts
Demirci, Tuba; Oktay, Münir – Science Education International, 2021
This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre- and post-test control group type was used in this research to address…
Descriptors: Misconceptions, Concept Mapping, Biology, Science Instruction
Betz, Nicole – ProQuest LLC, 2019
Climate scientists agree that (a) human activity is a significant driver of recent climate change, and (b) climate change is a danger to humanity. However, the general public accepts the former point, but rejects the latter. Thus, climate experts and the general public diverge in their understanding of the relationship between humans and climate…
Descriptors: Climate, Correlation, Environment, Intuition
Kong, Yi; Anderson, Trevor; Pelaez, Nancy – Journal of Biological Education, 2016
Evolutionary trees are key tools for modern biology and are commonly portrayed in textbooks to promote learning about biological evolution. However, many people have difficulty in understanding what evolutionary trees are meant to portray. In fact, some ideas that current professional biologists depict with evolutionary trees are neither clearly…
Descriptors: Visual Aids, Biology, Evolution, Concept Mapping
Schwendimann, Beat A.; Linn, Marcia C. – Journal of Research in Science Teaching, 2016
Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…
Descriptors: Concept Mapping, Evolution, Science Education, Cooperative Learning
Wielard, Valerie Michelle – ProQuest LLC, 2013
The primary objective of this project was to learn what effect a computer program would have on academic achievement and attitude toward science of college students enrolled in a biology class for non-science majors. It became apparent that the instructor also had an effect on attitudes toward science. The researcher designed a computer program,…
Descriptors: Nonmajors, Constructivism (Learning), College Science, Biology
Musante, Susan – BioScience, 2009
Although most instructors would like to believe that their students fully understand every biological concept explained in class, this is often not the case. Gary Wisehart, chair and professor of biology at San Diego City College, knows this from firsthand experience. "Students get very good at telling you what you want to hear," he says, "so it…
Descriptors: Higher Education, Science Instruction, Instructional Effectiveness, College Faculty

Kinchin, Ian M. – School Science Review, 2000
Presents materials to stimulate active learning through modified concept mapping activities designed to help students appreciate alternative perspectives by using cartoons as a stimulus and focusing on the links within a concept map fragment, and encouraging the probing of understanding by annotating the linking words. (Author/YDS)
Descriptors: Biology, Concept Formation, Concept Mapping, Misconceptions

Adamczyk, Peter; Willson, Mike – Physics Education, 1996
Describes how the technique of concept mapping can be useful for identifying gaps in preservice teachers' knowledge. Validity of the technique was tested using blind interviews with a representative sample of eight trainees. Has potential as a valuable self-diagnostic tool for teachers teaching outside their area of specialization. (DDR)
Descriptors: Biology, Chemistry, Concept Mapping, Foreign Countries

Tsai, Chin-Chung; Huang, Chao-Ming – Journal of Biological Education, 2002
Reviews five methods of representing cognitive structures: (1) free word association; (2) controlled word association; (3) tree construction; (4) concept map; and (5) flow map. Discusses the applications as well as the limitations of these methods by comparing the types of analysis that are generated. (Contains 37 references.) (Author/YDS)
Descriptors: Biology, Cognitive Structures, Concept Formation, Concept Mapping
Yarden, Hagit; Marbach-Ad, Gili; Gershoni, Jonathan M. – Bioscene: Journal of College Biology Teaching, 2004
In our study, we focused on the conceptual understanding of the concepts and processes presented in the first lectures of an introductory course in cellular biology for biology majors. The study topic we considered was, "the structure of DNA and the functions of nucleotides". One hundred and eighteen students were asked to prepare concept maps…
Descriptors: Majors (Students), Concept Mapping, College Freshmen, Introductory Courses
Ali, Maznah; Ismail, Zurida – Journal of Science and Mathematics Education in Southeast Asia, 2005
This article describes the outcome of an exercise carried out with one hundred undergraduate student teachers (preservice teachers) enrolled in a Biology Teaching Methods course, a third year course in a four-year Teacher Education Programme. The students, working in groups of three to four, were assigned to construct a concept map showing their…
Descriptors: Preservice Teacher Education, Concept Mapping, Undergraduate Students, Student Teachers

Hoz, Ron; And Others – Journal of Research in Science Teaching, 1990
Concept mapping was used to tap the conceptual disciplinary (science subject) knowledge and pedagogical knowledge of seven biology and six geography teachers with short or long teaching experience. Results indicate that knowledge in both areas is unsatisfactory, experience does not improve the knowledge, and teachers mastered disciplinary…
Descriptors: Biology, Cognitive Mapping, Cognitive Structures, Concept Formation
Tull, Delena – 1991
An ethnographic study was conducted with the goal of comparing the botanical knowledge of nine sixth grade students with the botanical concepts developed in the elementary textbook series, Science, by Silver Burdett, 1985. The extent to which the child's conceptual framework resembles that of the scientist and the extent to which the textbook…
Descriptors: Academic Achievement, Biology, Cognitive Processes, Concept Formation
Brody, Michael J.; Koch, Helmut – 1986
In an effort to contribute information for science teachers and curriculum developers in Maine, this study generated base line data on 4th, 8th, and 11th grade students' knowledge of marine science and natural resources principles in relation to the Gulf of Maine. Five concept maps representing 15 major content principles were developed. Two…
Descriptors: Biology, Cognitive Measurement, Concept Formation, Concept Mapping