The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case

This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre-test post-test control...

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Autores principales:	Tuba Demirci, Münir Oktay
Formato:	article
Lenguaje:	EN
Publicado:	ICASE 2021
Materias:	concept map concept teaching misconception protein synthesis Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/2c9d57edf74649a6bec66cd5624f9ed4
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spelling	oai:doaj.org-article:2c9d57edf74649a6bec66cd5624f9ed42021-12-02T20:03:02ZThe Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case 10.33828/sei.v32.i4.152077-2327https://doaj.org/article/2c9d57edf74649a6bec66cd5624f9ed42021-12-01T00:00:00Zhttp://www.icaseonline.net/journal/index.php/sei/article/view/341https://doaj.org/toc/2077-2327 This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre-test post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (ρ > .05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (ρ < .05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students' academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anti-codon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction. Tuba Demirci Münir Oktay ICASEarticleconcept mapconcept teachingmisconceptionprotein synthesisTheory and practice of educationLB5-3640ScienceQENScience Education International, Vol 32, Iss 4, Pp 390-399 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	concept map concept teaching misconception protein synthesis Theory and practice of education LB5-3640 Science Q
spellingShingle	concept map concept teaching misconception protein synthesis Theory and practice of education LB5-3640 Science Q Tuba Demirci Münir Oktay The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
description	This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre-test post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (ρ > .05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (ρ < .05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students' academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anti-codon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction.
format	article
author	Tuba Demirci Münir Oktay
author_facet	Tuba Demirci Münir Oktay
author_sort	Tuba Demirci
title	The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
title_short	The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
title_full	The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
title_fullStr	The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
title_full_unstemmed	The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
title_sort	effectiveness of concept teaching using concept maps on academic achievement and elimination of misconceptions: protein synthesis case
publisher	ICASE
publishDate	2021
url	https://doaj.org/article/2c9d57edf74649a6bec66cd5624f9ed4
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The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case

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