Conceptions Of Learning Biology Research Articles

The development of ecosystem misconception diagnostic test

<span lang="EN-US">Misconception is a problem that is often found in learning biology concepts. Ecosystem concept is one of the biology concepts in which misconceptions are found a lot. As a learning problem, misconceptions need to be addressed as soon as possible. The purpose of this research is to produce a valid and reliable diagnostic test instrument for misconceptions in the form of a three-tier multiple choice test which is presented through Google Form platform. This development research applied the research and development method with a 4D development model. The developed diagnostic test instrument was validated by two expert validators and obtained a mean score of 3.27 (very feasible). Through the results of item validation, from 40 questions there are 30 valid items with an average correlation coefficient value of 0.67 and 10 invalid items with an average correlation coefficient value of 0.10. The diagnostic test instrument was also tested for readability to students and got an average value of 3.41 (very feasible) and was tested for readability to teachers and got an average value of 3.74 (very feasible). This shows that the developed product is very valid and reliable to be used as a diagnostic test instrument for misconceptions.</span>

Analysis of Teachers' and Students' Perception of the Use of Metaphors in Biology

This study aims to investigate teachers' and students' perceptions of the use of metaphor in learning biology including the effectiveness of and the interest in using metaphor in learning biology. The investigation builds on assumption that metaphor is a potential method to alter the way teachers and students respond to abstract and complex concepts. The data in this study was obtained qualitatively using the triangulation method involving Focus Group Discussion (FGD) with an expert group and individual interviews. The instrument utilized in this study is a discussion guide and an interview guide containing open questions which later was transcribed and analyzed. The respondents of this study are 30 biology teachers and 71 senior high school students from three districts in West Java, Indonesia. The result shows that teachers and students respond positively to the use of metaphors in learning biology concepts. In addition, teachers express that metaphor helps in delivering abstract and complex biology concepts as well as developing creativity in teaching. Meanwhile, students express that metaphor has the potential to help them understand biology concepts, increase interest in learning biology, and build relevance to the concept.

Effects of Computer-Animation among NCE Students’ of Different Ability Levels in Biology Concepts in Bauchi State, Nigeria

Computer-animation is the use of computer device to create an illusion of moving images in sequential form. Computer-animations, when effectively used in teaching abstract and complex concepts especially in Biology, better performance could be granted. This study investigated the effects of computer-animation on NCE students with different ability levels in Biology concepts in Bauchi State, Nigeria. The objective of the study was to determine the effects of ability levels on NCE students’ performance when taught biology concepts using computer-animation-package. The study adopted quasi-experimental design. The population for this study comprised 2,594 Biology students in colleges of education in Bauchi State, while the target population was 878 NCE II Biology students. There are four NCE-awarding institutions in the State of which only two run Biology Education programme at the NCE level. Sixty NCE II Biology students participated (42 for experimental of 21 males, 21 females taught using animation-package and 18 for control group of 9 males and 9 females taught with lesson note). Six instruments were developed: animation-package, questionnaire, lesson notes, to-do lists, manual and test. The 6 instruments were validated but only the animation-package test items were pilot tested for reliability. The results were 0.432 for pretest, and 0.001 for posttest. Mean and standard deviation were used to answer research question. Analysis of Variance at 0.05 level of significance. The findings of the study revealed no significant difference in the performance of high ability, medium ability and low ability levels students, when taught biology concepts using computer-animation. The study concluded that computer-animation strategy enhanced NCE students’ academic performance in biology concepts irrespective of their ability levels. The implication is that computer-animation instructional strategies played significant role in the teaching and learning biology concepts among students with different ability levels in colleges of education in Bauchi State, Nigeria. The study recommended that lecturers of Biology in colleges of education to incorporate computer-animation into their teaching

Relationships between constructivist learning environment perceptions, conceptions of learning biology and achievement goal orientations

ABSTRACT The purpose of this study is to determine the relationship between Turkish high school students’ perceptions of learning environment, conceptions of learning biology and achievement goal orientations. In order to determine the relation among these three sets of variables, canonical correlation analyses were conducted. A total of 398 high school students participated in this survey. In line with the purpose of the study, three measurement tools (Constructivist Learning Environment Survey, Conceptions of Learning Biology Scale and Achievement Goal Orientations Scale) were employed. The results of the analysis have shown that the relationship between these three sets of variables is meaningful. Based on these findings, the possibility that both Turkish high school students’ perceptions of learning environment and achievement goal orientations are statistically influential in their conceptions of learning was discussed in the light of the related literature.

The profile of logical thinking biology prospective teachers

Certain program in practical work or lecture often 100% achieved but the achievement result seems still very low. The variety of student backgrounds in a private LPTK also worsened the situation. Therefore it was important to detect first their logical thinking ability as their background or their position in intellectual development before they joint certain courses. This preliminary descriptive study was conducted to investigate the logical thinking ability and scientific reasoning level of prospective teachers at two universities in the area of kopertis VI academic year 2016/2017 (n=84). The data on logical thinking was collected through the standardized Test (TOLT) that had been validated for students from middle school up to doctorate degree. The research finding shows that about 38% of the respondents were still in the concrete operational level, 29% in transitional level, and only 33% informal operational level. In general, all indicators of students’ logical thinking ability can be revealed by the test with different percentage values. This condition explains why most of the prospective biology teachers at a private university in the area of kopertis VI have difficulties in learning abstract biology concepts, and that this conditions should be handled through direct activities (hands-on) in programs.

Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology

ABSTRACTThis study aimed to examine high school students’ learning strategies in relation to their epistemic views and conceptions of learning in the discipline of biology through a structural equation modelling technique. A total of 247 high school students (168 males) participating in this study completed 3 questionnaires, the Epistemic Views of Biology (EVB), the Conceptions of Learning Biology (COLB), and the Strategies of Learning Biology (SLB). The results supported the hypothesised model proposed in this study, and a new factor of ‘Increase one’s Knowledge and Understanding,’ reflecting the feature of high school students’ biology learning, and serving an important role in biology learning, was identified in this study. In addition, students’ epistemic views were associated with their conceptions of learning, which consequently correlated to their learning strategies. More specifically, the EVB of ‘Uncertainty’ negatively related to lower COLB, which consequently positively related to Surface Strategies, whereas the EVB of ‘Justification’ was positively correlated to higher COLB as ‘Increase one’s Knowledge and Understanding,’ which in turn was correlated to Deep Strategies. According to the research findings, theoretical and practical suggestions for future research are provided.

Relational Analysis of High School Students’ Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

Background:The purpose of this study was to analyze the relation between students’ cognitive learning strategies and conceptions of learning biology.Material and methods:The two scales, “Cognitive Learning Strategies” and “Conceptions of Learning Biology”, were revised and adapted to biology in order to measure the students’ learning strategies and conceptions of learning.Results:it was found that students preferred higher-level conceptions of learning such as ‘increasing knowledge’, ‘seeing in a new way’, and ‘understanding’ to lower-level conceptions such as ‘memorizing’, ‘preparing for exams’ and ‘calculating and practicing’. According to the results of regression analysis, it was seen that ‘memorizing’ and ‘application’ was common among the high school students while predicting the cognitive learning strategies. Moreover, the students who had higher-level conceptions of learning had a tendency to use strategies such as “organization,” “elaboration,” and “critical thinking.” The students who adopted “memorizing” as a lower-level conception of learning preferred “rehearsal” learning strategy. However, “memorizing” as a lower level conception of learning also positively predicts “organization,” “elaboration” and “critical thinking.”Conclusions:The special condition, which did not show parallelism with the related literature, was taken into consideration and interpreted when discussing the relational analysis of link between conceptions of learning and cognitive learning strategies.

Exploring Taiwanese and Turkish high school students’ conceptions of learning biology

The purpose of this study is to compare the conceptions of learning biology (COLB) of Taiwanese and Turkish high school students. In addition, it was investigated whether there is a gender difference in students’ COLB in both countries. The COLB questionnaire was implemented in both countries and students’ COLB were identified. A total of 562 Taiwanese and 546 Turkish high school students participated. The results indicated that the COLB questionnaire was valid and reliable for assessing Taiwanese and Turkish high school students’ COLB. And, a significant difference was found between Taiwanese and Turkish students’ mean scores in four learning conceptions as memorising, calculating and practicing, increasing one’s knowledge and seeing in a new way. Moreover, differences were found between the mean scores of Taiwanese female and male students in memorising and understanding; however, there were no mean differences between Turkish female and male students in COLB factors. In addition, analyses of cross-country comparison with respect to gender in the factors of COLB, there was a statistically significant difference between students’ male and female students of Turkey and Taiwan on the some categories of COLB scores. The research findings were considered for both countries and a discussion was conducted on the reasons for the differences.

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

ABSTRACTThis study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning.

Investigating of conceptions of learning biology with respect to gender, grade level and school type

The aim of this study was to describe the students’ conceptions of learning biology (COLB) and investigate students’ COLB with respect to gender, grade level and school type. COLB questionnaire was implemented in 1691 high school students. In general, this study recognized students preferred higher-level conceptions of learning (increasing knowledge, application, understanding and seeing in a new way) to lower-level conceptions (memorizing, preparing for exams and calculating and practicing). Based on MANOVA results, there are statistically significant correlation between grade level, school type and categories of conceptions of learning biology. However, no interaction between students’ gender and COLB factors was found, indicating that there was no statistically significant mean difference between male and female students with respect to all seven categories of COLB.

The Analysis of High School Students’ Conceptions of Learning in Different Domains

The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students’ conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry (Conceptions of Learning Chemistry, COLC) and biology (Conceptions of Learning Biology, COLB) firstly and they were separately administered to 361 high school students at the same time. The factor structures of each questionnaire were also analyzed by exploratory factor analysis. The differences between students’ conceptions of learning in each questionnaire factors of all three domains were analyzed with pairedsamples t-test. The results indicated differences in high school students’ conceptions of learning physics, chemistry and biology which were identified for all seven factors except application. In general sense, it was found that students preferred higher-level conceptions of learning biology more when compared with physics and chemistry domains. Possible implications about how students prefer to view learning from a higher-level perspective rather than a lower-level perspective, especially the ones with a high mean score in physics and chemistry (such as memorizing, preparing for exam and calculating and practicing) are discussed.

High School Students’ Epistemological Beliefs, Conceptions of Learning, and Self-efficacy for Learning Biology: A Study of Their Structural Models

Background:The current work reveals the data of the study which examines the relationships among epistemological beliefs, conceptions of learning, and self-efficacy for biology learning with the help of the Structural Equation Modeling.Materials and methods:Three questionnaires, the Epistemological Beliefs, the Conceptions of Learning Biology and the Self-efficacy for Learning Biology, have been used to investigate 384 high school students' epistemological beliefs, conceptions of learning, and self-efficacy for learning biology, respectively.Results:The results indicate that the students' epistemological beliefs about the source/certainty, justification, and development of biology knowledge have some direct and positive relations with some factors of conceptions of learning. Moreover, it has been found that those students' epistemological beliefs about justification and development, and their conceptions of learning about applying, understanding, and seeing in a way directly and positively relate to the students' self-efficacy for learning. Only the source/certainty of knowledge directly and negatively relates to the students' self-efficacy. In addition, the students' epistemological beliefs play an indirect role in the students' self efficacy through the mediator of conceptions of learning.Conclusions:It can be said that all these information about the students' epistemological beliefs, conceptions of learning, and self-efficacy for biology learning are required for an effective teaching and learning process.

Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

This study aims to explore Taiwanese university students’ conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students’ conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants’ responses. As for the questionnaire regarding the students’ biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants’ conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students’ BLSE only when such a notion co-exists with the conception of learning with understanding.

Multimedia Courseware in Learning Biology Concepts among Student Teachers at Diploma Level: An Experiment

This study provides an effectiveness of multimedia courseware in learning biology concepts among student teachers at Diploma level. The sample for the pilot study which consists of 50 second year student teachers from Thiravium Teacher Training Institute situated in Theni District of Tamil Nadu. The sample for the final study which consists of 40 second year student teachers from District Institute of Education and Training situated in Uthamapalayam, Theni District of Tamil Nadu. It is found that the multimedia courseware attracts the learner as they learn Biology concepts easily through a combination of video, audio and textual modes. As multimedia courseware is one of the best suitable methods, this may be included as a part of teaching learning process in all educational institutions.

Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences

This study reports the findings of a study which examined the relationship between conceptions of learning and approaches to learning in biology. This study, which used structural equation modelling, also sorted to identify gender differences in the relationship. Two questionnaires, the Conceptions of Learning Biology (COLB) and the Approaches to Learning Biology (ALB), were developed to investigate 582 undergraduate biology majors’ (275 females and 307 males) conceptions of and approaches to learning biology, respectively. The results indicate a general trend that, while the students possessing lower-level COLB, ‘Memorizing’, ‘Testing’, and ‘Calculating and Practising’, tend to adopt a surface approach to learning in biology, the students expressing higher-level conceptions, ‘Increasing one’s knowledge’, ‘Application’, and ‘Understanding and seeing in a new way’, are more likely to adopt a deep approach to learning in biology. This study also found several salient gender differences in the COLB, as well as in the way in which the COLB affected the ALB. For example, female students tended to express more sophisticated COLB than male students. The ‘Memorizing’ conception of learning biology held by male students is inclined to engender both deep motive and deep strategy, but this tendency was not found among the female students.

Language minority students in high school: The role of language in learning biology concepts

The importance of language to constituting meaning in science learning has been recognized. However, how language processes in learning are affected by the limited English proficiency of language minority students has not been addressed. The purpose of this study was twofold. The first goal was to describe how Mexican American language minority students construct biology concept meanings based on extant linguistic skills. Second, Vygotsky's semiotic approach to learning was used to design instructional activity to engage students in constructing meanings through mediational means such as science language, signs and symbols, and technology. Participants were 14 sophomores from an urban immigrant community who were enrolled in a Saturday enrichment program at a private university that maintained a “partnership” with the public high school. This interpretive study is based on extensive observational data, individual and group interviews, and students' written products. Findings indicated that students were overly reliant on the teacher's oral text as a source of science meaning and deferred to him for scientific interpretations of real life experience. Designed instructional activities showed students how to use semiotic tools to construct and express conceptual meanings. Diagrams were particularly important to instructional activity because these were modified to create visual parsimonious texts that were used as templates to support student appropriation of science language. An instructional sequence that moved students through three phases of learning was identified. Receptive understanding and expression used diagrams to identify content and enable students to “ventriloquate” teacher talk. Conceptual understanding and expression engaged students in constructing conceptual expressions and advanced students from “ventriloquating” teacher talk to expressing concepts for their own purpose. Interpretative understanding and expression was achieved by students using their conceptual understanding to analyze real life experience and their expanded discursive resources to write an interpretation. As students became proficient with semiotic tools, the teacher withdrew as science authority, and students assumed responsibility for constructing meaning using their own discursive resources. The findings demonstrate the importance of confronting the mystique of science through instructional activity that provides students the opportunity to acquire the cultural authority of language and other semiotic tools. © 1998 John Wiley & Sons, Inc. Sci Ed82:311–341, 1998.

Language minority students in high school: The role of language in learning biology concepts

The importance of language to constituting meaning in science learning has been recognized. However, how language processes in learning are affected by the limited English proficiency of language minority students has not been addressed. The purpose of this study was twofold. The first goal was to describe how Mexican American language minority students construct biology concept meanings based on extant linguistic skills. Second, Vygotsky's semiotic approach to learning was used to design instructional activity to engage students in constructing meanings through mediational means such as science language, signs and symbols, and technology. Participants were 14 sophomores from an urban immigrant community who were enrolled in a Saturday enrichment program at a private university that maintained a “partnership” with the public high school. This interpretive study is based on extensive observational data, individual and group interviews, and students' written products. Findings indicated that students were overly reliant on the teacher's oral text as a source of science meaning and deferred to him for scientific interpretations of real life experience. Designed instructional activities showed students how to use semiotic tools to construct and express conceptual meanings. Diagrams were particularly important to instructional activity because these were modified to create visual parsimonious texts that were used as templates to support student appropriation of science language. An instructional sequence that moved students through three phases of learning was identified. Receptive understanding and expression used diagrams to identify content and enable students to “ventriloquate” teacher talk. Conceptual understanding and expression engaged students in constructing conceptual expressions and advanced students from “ventriloquating” teacher talk to expressing concepts for their own purpose. Interpretative understanding and expression was achieved by students using their conceptual understanding to analyze real life experience and their expanded discursive resources to write an interpretation. As students became proficient with semiotic tools, the teacher withdrew as science authority, and students assumed responsibility for constructing meaning using their own discursive resources. The findings demonstrate the importance of confronting the mystique of science through instructional activity that provides students the opportunity to acquire the cultural authority of language and other semiotic tools. © 1998 John Wiley & Sons, Inc. Sci Ed 82:311–341, 1998.

High school students' difficulties in learning biology concepts

Low-achieving students in high schools were subjects in a study aimed at identifying the learning difficulties of biology concepts. The biological content referred to cells, organelles, organs and physiological processes, hormonal regulation, oxygen transport, controlled experiments and the principle of structure and function, teaming difficulties are discussed In the light of the existing gap between the formal reasoning level demands of the learning material and students' cognitive development.

A comparison of student performance following instruction by interactive videodisc versus conventional laboratory

AbstractThis experimental study compared an interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills. Students at a large midwestern university were randomly assigned to instruction on respiration and biogeography by interactive videodisc or a traditional laboratory investigation teaching the same concepts. The videodisc delivery system consisted of a TRS‐80 Model III microcomputer interfaced to a Pioneer laser disc player and a color TV monitor. Results show no statistically significant differences between the two approaches for student grades on laboratory quizzes, laboratory reports, and the laboratory final exam. However, the interactive videodisc group required approximately one‐half the classroom time used by the conventional laboratory group. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional laboratory approach.

Concept Mapping as an Instructional Strategy for High School Biology

AbstractIn this study, concept mapping was assessed as an instructional strategy for use by high school students in learning biology concepts. Concept mapping, which requires learners to plot concepts and their interrelations in a meaningful organizational network, was compared with an established curriculum approach and tested in an interaction with learners of varying verbal ability. The design emphasized external validity. As hypothesized, concept mapping facilitated low-ability learners’ performance, but only on higher level, relational knowledge. The usefulness of the technique was discussed in terms of its ability to individualize and raise the quality of learning with little extra effort or resource costs to the instructional system.