In Secondary School Pupils Alternative Views About Inorganic Substances and Their Metabolic Effect in Cells

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dc.contributor.authorGokmenoglu, R.
dc.contributor.authorOztas, F.
dc.contributor.authorKalipci, E.
dc.contributor.authorGokler, I.
dc.contributor.authorOztas, H.
dc.contributor.authorOzay, E.
dc.date.accessioned2020-03-26T18:30:42Z
dc.date.available2020-03-26T18:30:42Z
dc.date.issued2012
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThe aim of this study has been designated detection of misconceptions in secondary school biology text book (9th Grade) about inorganic substances available in cells and their cellular functions. It is well known that students' misconceptions about biological subject and their analysis's are vital important for biology education in secondary school biology education. Previous studies have been shown that pre-knowledge of pupils about vitality and related subjects make difficult their understanding and comment new biological subjects. Also it makes difficult understanding basic functions of inorganic substances that they play an important role in cells metabolism. For this, this study has been focused on detection of misconceptions on secondary school biology text book (9th Grade) subject about inorganic substances in cells and their cellular functions. The space of research has been restricted with Private Enderun Secondary School located in central part of Konya Province. Totally, forty students have been attended to research that a questionnaire included two step ten questions with closed and open ended has been applied. The results have been analyzed according to statistically. The findings have been shown that pupils have some misconceptions about basic properties of inorganic substances available in cells and their functions. It has been detected that some pupils accepted the inorganic substance as an energy sources for cells. Also they mostly did not realized catalyst roles in cell metabolism. Although the carbon dioxide has been accepted by pupils as an inorganic substance, they were short of explain reasons. Another dilemma of students were did not explain connections organic and inorganic substances in cell metabolism.en_US
dc.identifier.citationGokmenoglu, R., Oztas, F., Kalipci, E., Gokler, I., Oztas, H., Ozay, E., (2003). In Secondary School Pupils Alternative Views About Inorganic Substances and Their Metabolic Effect in Cells. Journal of Biological Education, 4(4), 2281-2290.
dc.identifier.endpage2290en_US
dc.identifier.issn1308-7711en_US
dc.identifier.issue4en_US
dc.identifier.startpage2281en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/28133
dc.identifier.volume4en_US
dc.identifier.wosWOS:000304504800038en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorOztas, F.
dc.language.isoenen_US
dc.publisherSila Scienceen_US
dc.relation.ispartofEnergy Education Science and Technology Part B-Social and Educational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectBiology educationen_US
dc.subjectSecondary school textbooksen_US
dc.subjectCell, Inorganic substancesen_US
dc.subjectMisconceptionen_US
dc.titleIn Secondary School Pupils Alternative Views About Inorganic Substances and Their Metabolic Effect in Cellsen_US
dc.typeArticleen_US

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