Biology Students’ Initial Mental Model about Microorganism

Abstract

The purpose of this study was to identify biology students’ initial mental model about microorganism. This research used descriptive method with 32 sixth semester biology students at Biology Education Departement-Universitas Pendidikan Indonesia as its respondents. Data was taken at the beginning of the 6th semester before respondents endure microbiology course. Instrument used to assess mental model was drawing-writing test in which it contains concepts such as structure of bacteria, archaea, virus, and fungi. Students were asked to describe their imagination about the structure of microorganisms and subsequently asked to explain the structure of microorganisms in writing through open-ended questions. Students’ response was then compared to scientists or experts’ mental models as the targeted mental model. Student mental models were categorized into five levels (levels 1-5), namely “there is no drawing/writing,” “wrong or irrelevant drawing/writing of question,” “partially correct drawing/writing,” “the drawing/writing that has some deficiencies,” and “completely correct and complete drawing/writing.” Results showed that the level of mental models through drawing or writing about the four concepts were varied. The highest level of mental models through drawing (D5) was found in the concept of bacteria, while the highest level of mental models through writing (W3) was found in the concept of bacteria, virus, and fungi. Mental model levels most commonly found in each concept through drawing-writing tests (D/W) were bacteria (D2/W2), Archaea (D1/W1 and D2/W2), virus (D3/W3), and fungi (D2/W1). From these results it is advisable to improve lectures and assessment strategy to enhance or complement students’ mental models about microorganisms.