DETERMINATION OF MISCONCEPTIONS AND CONCEPTUAL UNDERSTANDING RELATED TO PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN BIOLOGY STUDENTS

Proces učenja karakterizira stvaranje novih koncepata, koji doprinose razvoju konceptualnog razumijevanja – važnog za rješavanje novih problema u realnom svijetu. Tijekom procesa stvaranja koncepata, mogu se formirati i krive predodžbe ili miskoncepcije. Miskoncepcije su u suprotnosti sa znanstvenim spoznajama, a rezultat su studentskog nastojanja tumačenja nastavnog gradiva na njima razumljiv način. Utvrđivanje miskoncepcija i konceptualnog razumijevanja vezanih uz fotosintezu i stanično disanje provedeno je među 33 studenta 1. i 36 studenata 3. godine Preddiplomskog sveučilišnog studija Biologija pri Odjelu za biologiju Sveučilišta J. J. Strossmayera u Osijeku, na kraju akademske godine 2017./2018. Ovim je istraživanjem utvrđen jednaki ukupni uspjeh studenata 1. i 3. godine u rješavanju pisane provjere znanja, veća uspješnost studenata 3. godine u rješavanju pitanja samo 2. razine, kao i veći broj utvrđenih miskoncepcija u razumijevanju istraživanih koncepata kod studenata 1. godine u odnosu na studente 3. godine, kod kojih još uvijek postoje pojedini problemi u razumijevanju. Na temelju rezultata ankete o navikama učenja kod studenata pokušao se objasniti uspjeh u provjeri znanjaThe learning process is characterized by the formation of new concepts, which contribute to the development of conceptual understanding – important for solving new problems in the real world. During the process of creating concepts, misunderstandings or misconceptions can also be formed. Misconceptions are contrary to scientific knowledge and are the result of students' efforts to interpret the teaching material in an understandable way. Determination of misconceptions and conceptual understanding in photosynthesis and cellular respiration was conducted among 33 students of the 1st and 36 students of the 3rd year of the Undergraduate University Study Biology at the Department of Biology of Josip Juraj Strossmayer University of Osijek at the end of the academic year 2017/2018. This research identified equal overall success of the 1st and 3rd year students in solving written exams, higher 3rd year students achievement in solving 2nd level questions, as well as a greater number of misconceptions in understanding the concepts studied in 1st year students, compared to the students of the 3rd year, who still have some issues in understanding. Based on student learning habits survey results, we tried to explain the success in the knowledge assessment