Photosynthesis and respiration processes: prospective teachers’ conception levels

Bu çalışmanın amacı, öğretmen adaylarının fen ve teknoloji dersinin iki önemli konusu olan fotosentez ve solunum süreçlerini kavramalarını belirlemek ve karşılaştırmaktır. Pamukkale Üniversitesi Eğitim Fakültesi’ne kayıtlı, fen bilgisi öğretmenliğinden 90 dördüncü sınıf öğrencisi ve sınıf öğretmenliğinden 62 ikinci sınıf öğrencisine iki açık-uçlu soru içeren anket uygulanmıştır. Bu çalışmada tarama modeli kullanılmıştır. Nitel yolla toplanan veriler, içerik analizi tekniği ile çözümlenerek temalar elde edilmiştir. Öğretmen adaylarının fotosentez ve solunum süreçlerini kavramaları; doğru, kısmen doğru ve yanlış olmak üzere üç seviyede kategorize edilmiştir. Bulgular, fen bilgisi öğretmeni adaylarının %42’sinin fotosentezi ve %29’unun solunumu; sınıf öğretmen adaylarının ise %5’inin fotosentezi ve %2’sinin solunumu bilimsel anlamda tanımladığını gösterir. Katılımcılar fotosentezle ilgili dört ve solunumla ilgili iki kavram yanılgısına sahiptirler. Öğretmeni adaylarının fotosentez ve solunumla ilgili kavram yanılgılarının kaynakları alanyazına dayanılarak tartışıldı. Onların kimyasal denklemler hakkındaki yüzeysel anlayışları, kavram yanılgılarının bir kaynağı olabilir.

Fotosentez ve solunum süreçleri: öğretmen adaylarının anlama düzeyleri

The purpose of this study was to determine and compare prospective teachers’ conceptions of photosynthesis and respiration processes that are important subjects in a science and technology course. A questionnaire with two open-ended questions was administered to 90 senior students from the Elementary Science Department and 62 sophomore students from the Primary Education Department, in the Faculty of Education, Pamukkale University, Denizli, Turkey. A survey method was carried out in this study. The data were of qualitative nature and were analyzed by using the technique of content analysis to reveal the emerging themes. Prospective teachers’ conceptions were categorized at three levels, namely, correct, partially correct, and incorrect. Results show that the scientifically acceptable definitions of photosynthesis and respiration are forty-two and twenty-nine percent for prospective elementary science teachers, and five and two percent for prospective classroom teachers, respectively. Participants held four misconceptions related to photosynthesis and two misconceptions related to respiration. The sources of prospective teachers’ misconceptions about photosynthesis and respiration processes were discussed based on the science education literature. Their surface understanding of chemical reactions may be at the root of these misconceptions.

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