Abstract
In this study, word association test (WAT) was used to investigate the cognitive structure and level of understanding of biology preservice teacher students regarding the central dogma of molecular biology. Analysis of WAT’s response words showed that the cognitive structure of students was grouped into 6 categories, namely: “molecules that play a role” “stages and processes that occur” “place in progress” “products” “synonyms/other terms” and “important role” The sentences analysis of the WAT response showed that biology preservice teacher students more often use the information processing mode “define” and “describe” in explaining the central dogma of molecular biology compared to “comparing” and “concluding” The results of the study concluded that cognitive structure and conceptual understanding of students on the topic of the central dogma of molecular biology were still deficient and not comprehensive. In addition, the implications of this study are presented at the end of the article.
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