Abstract:

The goal of this research is to determine the misconceptions of students on the issue of biotechnology and genetic engineering and to research the contributions of prepared constructivist education approach based activities (5E activities) on learning topics conceptually and removing misconceptions. The study was carried out with pretest-post test control group quasi-experimental model method. The study group was made of the students of two 12th grade classes in Buca High school, Buca, İzmir. The control group contained 18 students while experiment group contained 19 students. Lessons were taught through activities in Biology class curriculum published in 2485 numbered Magazine of Bulletins on February, 1998, to control group students while lessons were taught to experiment group through activities with 5E method, according to constructivist approach. Pretest, post test, and conceptual understanding test –as delayed permanence test-, made of 14 open ended questions prepared by researchers, were conducted on both groups. During the study, it was understood that, students have misconceptions because of previous incorrect learning and their different and high-level expectations about biotechnology practices. At the end of the study, it was determined that activities based on constructivist approach eases conceptual understanding, ensures more permanent learning, and more effective in removing misconceptions when compared to present curriculum activities. On the other hand, it was seen that students have sufficient awareness in studies about biotechnology and genetic engineering, they partly follow international studies, but they have a nonassertive attitude about studies on biotechnology and genetic engineering in our country.

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