DETERMINING THE COGNITIVE STRUCTURES AND MISCONCEPTIONS ABOUT CHROMOSOME AND HOMOLOGOUS CHROMOSOME CONCEPTS IN HIGH SCHOOL STUDENTS: DRAWING-WRITING TECHNIQUE
This study aims to determine the cognitive structures related to the chromosome and homologous chromosomes as well as the misconceptions of 10th-grade high school students. 140 10th-grade high school students participated in the study. Data were collected using the drawing-writing technique. The students were asked to draw the chromosome and homologous chromosomes separately, to identify their elements, and to write an explanatory sentence about these concepts. The drawings and explanations were analyzed separately and the students’ cognitive structures and misconceptions were investigated. The analyses revealed students have misconceptions about the chromosome and homologous chromosomes. The study results emphasize that effectively teaching the concept of chromosome and homologous chromosomes; the basic concept of the cell cycle, is fundamental for further science studies. Article visualizations
