G1 phase (period of cell growth before the DNA replicates)S phase (period when DNA replicates and chromosomal proteins are duplicated)G2 phase ( Period after DNA replicates ,cell prepares for division)
that enable easy comparisons at the international level.As a technique for exploring ideas, drawing taps holistic understanding and prevents children from feeling constrained by trying to match their knowledge with that of the researcherfor children to express their thoughts verbally
We will see the differences between these level of understanding after this.
The diagram show the flow of this misconception research which will enable all of you to understand about this research more easily.
This is one of the example of level 2 model types of understanding
Research of misconception Cell Division- Mitosis<br />Group members:<br />SHARIFAH ROQAIYAH D20091034851<br />NGANG HUEY CHI D20091034861<br />YEE HON KIT D20091034822<br />YEE CHIN TIEN D20091034824<br />
Scientific Concept<br />Many eukaryotes have two copies of each type of chromosome in their nuclei, so their chromosome complement is said to be diploid. Chromosomes are the genetic units divided by mitosis.Each chromosome is duplicated into two exact copies called sister chromatids during S stages in interphase. Mitosis separates the sister chromatids and places one in each of the two daughter nuclei produced by the division. The equal distribution of daughter chromosomes to each of the two cells that result from cell division is chromosome segregation. <br />
Purpose<br />Objective<br /><ul><li>This study aims to investigate the effect of drawing method of determining university students’ misconceptions concerning cell division –mitotic cell cycle.
To identify biology student teachers’ misconceptions of cell divisions using drawings</li></ul> and interviews which they possess about the cell division processes and both the content and scope of these misconceptions.<br />
Research Background<br />A total of 124 student teachers, who were studying to become secondary biology teachers at the Faculty of Education in Selcuk University in Turkey. <br />Participants previously had studied cell division in cytology, genetics, and molecular biology, as a school subject during various semesters.<br />
Methods<br /><ul><li>Biology student teachers’ understanding of the chromosomes mitosis was examined by two different methods not mutually exclusive.
The first method is method of drawing. The participants were informed about the drawing method before this application and some practices were applied about this method.
The participating students were asked to draw process of mitosis in a cell on a blank piece of A4-sized paper. </li></li></ul><li>Cont.<br /><ul><li>These drawings are analyzed and categorized into model types corresponding to five levels of understanding. </li></ul>No drawing <br />Non-representational drawings, <br />Drawings with misconceptions, <br />Partial drawings <br />Comprehensive representation drawings.<br />
Cont.<br />The second method to examine the university student’s knowledge is individual interviews. <br />After the drawings were evaluated, individual interviews were conducted about the detailed subjects with 15 randomly chosen who demonstrated misconceptions. <br />The purpose was to check the validity of the interpretation of the drawings. <br />In the interview, these students were asked to respond to questions like: <br />What are chromosomes and sister chromatids?<br />How do the chromosomes act during mitosis?<br />
Cont.<br /><ul><li>The findings gained from the drawings and the interviews show that a majority of the students cannot establish accurate relationships in mitotic cell cycle and cell division.
The existence of these misconceptions, despite the fact students are educated with various education techniques at the university, shown that such misconceptions are extremely resistant against change.</li></li></ul><li>Cont.<br /><ul><li>Effective teaching methods must be used to eliminate or minimize these misconceptions that the university students possess.</li></li></ul><li>Other techniques<br /><ul><li>Group discussion
Conceptual maps</li></li></ul><li>Summary of drawing &interview technique<br />Drawing activities in conjunction with individual interviews have been successfully used to explore students’ ideas about abstract concepts, e.g. ’mitosis’.<br />Drawingmethod in conjunction with interviews have been successfully used to diagnose student’s conceptual understandings and misconceptions about abstract concepts, e.g. ‘cell division- mitotic’.<br />