Misconceptions in Biology: A Meta-Synthesis Study of Research, 2000-2014

Autor/inn/en	Kumandas, Bahar; Ateskan, Armagan; Lane, Jennie
Titel	Misconceptions in Biology: A Meta-Synthesis Study of Research, 2000-2014
Quelle	In: Journal of Biological Education, 53 (2019) 4, S.350-364 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ateskan, Armagan) ORCID (Lane, Jennie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1490798
Schlagwörter	Biology; Science Instruction; Misconceptions; Content Analysis; Educational Research; Comparative Analysis; Research Methodology; Science Teachers; Teaching Methods; Foreign Countries; Trend Analysis; Educational Trends; Turkey + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Inhaltsanalyse; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Trendanalyse; Bildungsentwicklung; Türkei
Abstract	Teachers need to be aware of biology misconceptions in their classrooms and how to address them. In response, researchers and science educators have suggested and examined effective practices to prevent and ameliorate misconceptions. An extensive review of the literature gives researchers and educators insights into trends, practices, and gaps in the misconceptions research and helps decide which issues to address and why. The current study shares how researchers in Turkey conduct a content analysis of published misconception research in Turkey by using a form. The analysis resulted in a meta-synthesis (thematic content analysis) that inventoried and compared the purposes, research methods, data collection instruments, and findings of the selected publications. Biology educators in other regions of the world can inform their practice by using this instrument and research methods to learn about trends and patterns in misconception research. Researchers will gain insights into effective methods that have been used to examine misconceptions and will be able to identify biology misconceptions that have been under-investigated and need further analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01