Abstract:

This study aimed to determine and overcome the misconceptions of pre-service biology teachers on issues of General Biology I lesson by using a systematic instruction. To this end, the study sought to answer the question ‘What are misconceptions of pre-service biology teachers on ıssues of General Biology I lessons and what is the effect on these misconception’s overcome by using a systematic instruction. In addition, this study aimed to collect data on the origins of misconceptions that pre-service biology teachers have. In this study, action study method which one of the qualitative study methods, was used. The sample consisted of 19 preservice biology teachers studying in the Department of Biology Education of a state university in Ankara. The data collection tools and trainings planned in accordance with the approaches of the study were applied to all pre-service teachers by the researcher in the same period (16 weeks in total). The data obtained as a result of the action study were analysed using the content analysis method. In addition, content analysis method was used to organize, summarize, and interpret the data. The findings were presented in frequency and percentage and examples of preservice biology teacher views were quoted. It has been determined that there are misconceptions in biology pre-service teachers within the scope of General Biology I course in terms of active transport, bacteria growth, fermentation oxidative phosphorylation and allele dimensions. It has been tried to overcome the misconceptions existing in pre-service teachers by using a systematic instruction. At the end of the process, it was observed that the misconceptions determined in pre-service teachers were eliminated.

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