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Conceptual Knowledge, Experiences, and Sources of Information Secondary School Students Have About Owls    
Yazarlar (1)
Dr. Öğr. Üyesi Muhammed Said DOĞRU Dr. Öğr. Üyesi Muhammed Said DOĞRU
Kastamonu Üniversitesi, Türkiye
Devamını Göster
Özet
This study examined the level of knowledge the students had about owls by means of drawings and written answers. In the interviews, the students in the lower grades were found to have more limited information and less biological literacy than the ones in the upper grades. The aim was to determine students' knowledge, experience, and sources of information about owls, and then to determine how useful they were by comparing information obtained from drawings and written answers to previous research conducted with students. A total of 878 students in the sixth and seventh grades in Turkey participated in the research. The students were familiar with certain characteristics of owls. The drawings provided clearer information about body parts and proportions, while the specific habitats, behaviors, and feeding of owls were expressed in more detail in the written responses. The students without any experience with owls were inadequate in reporting information about owls. When the frequencies of responses in the general concept categories about owls were compared, it was found that the use of drawings and written answers was equally beneficial for upper and lower grade students. It would be better to determine the views and sources of information of secondary school students through drawings and written answers to assess whether they have understood the concepts related to science subjects.
Anahtar Kelimeler
conceptual information about owls | drawings and written answers of students | Secondary school students | their experiences
Makale Türü Özgün Makale
Makale Alt Türü SCOPUS dergilerinde yayımlanan tam makale
Dergi Adı Science Education International
Dergi ISSN 2077-2327
Dergi Tarandığı Indeksler Scopus
Makale Dili İngilizce
Basım Tarihi 02-2022
Cilt No 33
Sayı 1
Sayfalar 50 / 55
Doi Numarası 10.33828/sei.v33.i1.5
Makale Linki https://doi.org/10.33828/sei.v33.i1.5