Level of Understanding and Alternative Frameworks in Genetics Fundamental Concepts among Form Four Biology Students in Sabah, Malaysia

Akyurek, E., & Afacan, O. (2012). Determining the 8th grade students’ misconceptions in the unit of “Cell Division” by using roundhouse diagramming. Uluslararasi Egitim Programlari Ve Ogretim Calismalari Dergisi, 2(3), 47-58. http://www.ijocis.com/index.php/ijocis/article/view/70
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85. https://doi.org/10.1016/j.compedu.2008.12.020
Aydin, G., & Balim, A. G. (2013). Students’ misconceptions related to subjects of cell division and heredity. Students’ misconceptions related to subjects of cell division and heredity., 2, 338-348.
Aziz, N., & Norliyana, A. S. K. (2011). Pemahaman Pelajar Terhadap Konsep Pembahagian Sel. Journal of Science & Mathematics Education, 4.
Aznar, M. M., & Orcajo, T. I. (2005). Solving problems in genetics. International Journal of Science Education, 27(1), 101-121. https://doi.org/10.1080/09500690410001673801
Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64.
Bozdag, H. C., & Ok, G. (2019). Determination of the knowledge awareness and misconceptions of sixth grade students about the cell with four tier test. Adiyaman Universitesi Egitim Bilimleri Dergisi, 9(1), 200-226. https://doi.org/10.17984/adyuebd.413369
Brown, C. R. (1990). Some misconceptions in meiosis shown by students responding to an advanced level practical examination question in biology. Journal of Biological Education, 24(3), 182-186.
https://doi.org/10.1080/00219266.1990.9655138
Browning, M. E., & Lehman, J. D. (1988). Identification of student misconceptions in genetics problem solving via computer program. Journal of Research in Science Teaching, 25(9), 747-761.
https://doi.org/10.1002/tea.3660250905
Chattopadhyay, A. (2012). Understanding of mitosis and meiosis in higher secondary students of Northeast India and the implications for genetics education. Education, 2(3), 41-47. https://doi.org/10.5923/j.edu.20120203.04
Chi, M. T. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), 161-199.
https://doi.org/10.1207/s15327809jls1402_1
Cho, H., Kahle, J. B., & Nordland, F. H. (1985). An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics. Science Education, 69(5), 707-719. https://doi.org/10.1002/sce.3730690512
Clark, D. C., & Mathis, P. M. (2000). Modeling mitosis & meiosis: A problem-solving activity. The American Biology Teacher, 62(3), 204-206. https://doi.org/10.2307/4450874
Dewi, M. (2013). Identifikasi miskonsepsi mahasiswa pada konsep substansi genetika menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung, 1(1), 205-2011.
Dewi, P. Y., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26. https://doi.org/10.31763/ijele.v1i1.26
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essays, 5(2), 235–247.
Disessa, A. A. (2002). Why “Conceptual ecology” is a good idea. Reconsidering Conceptual Change: Issues in Theory and Practice, 28-60. https://doi.org/10.1007/0-306-47637-1_2
Driver, R. (1981). Pupils’ alternative frameworks in science. European Journal of Science Education, 3(1), 93-101. https://doi.org/10.1080/0140528810030109
Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5(1), 61-84. https://doi.org/10.1080/03057267808559857
Duncan, R. G., & Reiser, B. J. (2007). Reasoning across ontologically distinct levels: Students' understandings of molecular genetics. Journal of Research in Science Teaching, 44(7), 938-959.
https://doi.org/10.1002/tea.20186
Etobro, A. B., & Banjoko, S. (2017). Misconceptions of genetics concepts among pre-service teachers. Global Journal of Educational Research, 16(2), 121. https://doi.org/10.4314/gjedr.v16i2.6
Evans, R., & Winsløw, C. (2012). Fundamental situations in teaching biology: The case of parthenogenesis. Nordic Studies in Science Education, 3(2), 132-145.
https://doi.org/10.5617/nordina.376
Fauzi, A., & Mitalistiani, M. (2018). High school biology topics that perceived difficult by undergraduate students. DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi, 2(2), 73.
https://doi.org/10.32502/dikbio.v2i2.1242
Fetherstonhaugh, T., & Treagust, D. F. (1992). Students' understanding of light and its properties: Teaching to engender conceptual change. Science Education, 76(6), 653-672. https://doi.org/10.1002/sce.3730760606
Flores, F., Tovar, M. E., & Gallegos, L. (2003). Representation of the cell and its processes in high school students: An integrated view. International Journal of Science Education, 25(2), 269-286.
https://doi.org/10.1080/09500690210126793
Gonzalez, N., & Rossi, A. (2016). Examining pedagogical knowledge content on mitosis in a University context. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(2), 79.
https://doi.org/10.4995/muse.2016.4653
Gungor, S. N. (2017). Evaluation of the concepts and subjects in biology perceived to be difficult to learn and teach by the pre-service teachers registered in the pedagogical formation program. European Journal of Educational Research, 6(4), 495-508. https://doi.org/10.12973/eu-jer.6.4.495.
Hackling, M. W., & Treagust, D. (1984). Research data necessary for meaningful review of grade ten high school genetics curricula. Journal of Research in Science Teaching, 21(2), 197-209.
https://doi.org/10.1002/tea.3660210210
Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E. A., & Mappouras, D. (2015). Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education, 50(3), 261-274. https://doi.org/10.1080/00219266.2015.1067241
Hakim, A., Liliasari, L., Kadarohman, A., & Syah, Y. M. (2016). Effects of the natural product mini project laboratory on the students conceptual understanding. Journal of Turkish Science Education, 13(2), 27-36. https://doi.org/10.12973/tused.10165a
Johnstone, A. H., & Mahmoud, N. A. (1980). Isolating topics of high perceived difficulty school biology. Journal of Biological Education, 14(2), 163-166.
https://doi.org/10.1080/00219266.1980.10668983
Juhairiah, J., Danaryanti, A., & Sukmawati, R. A. (2018). Pengembangan buku siswa dengan pendekatan kontekstual pada materi persamaan linear satu variabel untuk siswa sekolah menengah pertama. EDU-MAT: Jurnal Pendidikan
Matematika, 6(1). https://doi.org/10.20527/edumat.v6i1.5129
Kalimuthu, I. (2017). Improving understanding and reducing secondary school students’ misconceptions about cell division using animation-based instruction. Overcoming Students' Misconceptions in Science, 283-306. https://doi.org/10.1007/978-981-10-3437-4_15
Kibuka-Sebitosi, E. (2007). Understanding genetics and inheritance in rural schools. Journal of Biological Education, 41(2), 56-61. https://doi.org/10.1080/00219266.2007.9656063

Kilic, D., & Saglam, N. (2013). Students’ understanding of genetics concepts: The effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63-70. https://doi.org/10.1080/00219266.2013.837402
Kilic, D., Taber, K. S., & Winterbottom, M. (2016). A cross-national study of students’ understanding of genetics concepts: Implications from similarities and differences in England and Turkey. Education Research International, 2016, 1-14. https://doi.org/10.1155/2016/6539626
Kindfield, A. C. (1994). Understanding a basic biological process: Expert and novice models of meiosis. Science Education, 78(3), 255-283. https://doi.org/10.1002/sce.3730780308
King, C. J. (2009). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32(5), 565-601.
https://doi.org/10.1080/09500690902721681
Knight, J. K., & Smith, M. K. (2010). Different but equal? How Non-majors and majors’ approach and learn genetics. CBE—Life Sciences Education, 9(1), 34-44. https://doi.org/10.1187/cbe.09-07-0047
Kumandas, B., Ateskan, A., & Lane, J. (2018). Misconceptions in biology: A meta-synthesis study of research, 2000–2014. Journal of Biological Education, 53(4), 350-364.
https://doi.org/10.1080/00219266.2018.1490798
Kurt, H., Ekici, G., Aksu, O., & Aktas, M. (2013). Determining cognitive structures and alternative conceptions on the concept of reproduction (The case of pre-service biology teachers). Creative Education, 04(09), 572-587. https://doi.org/10.4236/ce.2013.49083
Lembaga Peperiksaan Malaysia. (2018). Kupasan Mutu Jawapan SPM 2017. http://lp.moe.gov.my/images/bahan/spm/KMJ/KMJ_SPM_2017/BIOLOGI%202%20(4551_2).pdf
Lewis, J., Leach, J., & Wood-Robinson, C. (2000). Chromosomes: The missing link — young people's understanding of mitosis, meiosis, and fertilisation. Journal of Biological Education, 34(4), 189-199. https://doi.org/10.1080/00219266.2000.9655717
Lewis, J., Leach, J., & Wood-Robinson, C. (2000). What's in a cell? — young people's understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3), 129-132. https://doi.org/10.1080/00219266.2000.9655702
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? International Journal of Science Education, 22(2), 177-195.
https://doi.org/10.1080/095006900289949
Luksa, T., Radanovis, I., Garasis, D., & Peris, S. M. (2016). Misconceptions of primary and high school students related to the biological concept of human reproduction, cell life cycle and molecular basis of heredity. Journal of Turkish Science Education, 13(3), 143-160. https://bib.irb.hr/datoteka/845394.Luksa_i_sur_2016.pdf
Marshall, P. A. (2008). Mapping linked genes in drosophila melanogaster using data from the F2 generation of a dihybrid cross. The American Biology Teacher, 70(9), 554-556. https://doi.org/10.2307/27669342
Marshall, S. P. (2006). The power to transform: Leadership that brings learning and schooling to life. John Wiley & Sons.
Mbajiorgu, N. M., Ezechi, N. G., & Idoko, E. C. (2007). Addressing nonscientific presuppositions in genetics using a conceptual change strategy. Science Education, 91(3), 419-438. https://doi.org/10.1002/sce.20202
Mertens, T. R., & Walker, J. O. (1992). A paper-&-Pencil strategy for teaching mitosis & meiosis, diagnosing learning problems & predicting examination performance. The American Biology Teacher, 54(8), 470-474. https://doi.org/10.2307/4449552
Mestre, J. P. (2001). Cognitive aspects of learning and teaching science. In Teacher enhancement for elementary and secondary science and mathematics: Status, issues, and problems (pp. 80-94). National Science Foundation. https://www.srri.umass.edu/sites/srri/files/mestre-1994cal/index.pdf
Okebukola, P. A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept-mapping technique. Journal of Research in Science Teaching, 27(5), 493-504. https://doi.org/10.1002/tea.3660270508
Oztap, H., Ozay, E., & Oztap, F. (2003). Teaching cell division to secondary school students: An investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15. https://doi.org/10.1080/00219266.2003.9655890
Oztas, H., & Oztas, F. (2016). A formal reasoning ability and misconceptions concerning genetic in middle school students. Journal of Education and Practice, 7(30), 128-130. https://www.researchgate.net/publication/330445472
Pashley, M. (1994). A-level students: Their problems with gene and allele. Journal of Biological Education, 28(2), 120-126. https://doi.org/10.1080/00219266.1994.9655377
Radanovic, I., Luksa, Z., Garasic, D., Bastic, M., Markovic, N., Furlan, Z., Dolenec, T., Begic, V., Kapov, S., Stiglic, N., & Petra?, T. (2011). Izvjesce o provedbi projekta ispiti vanjskoga vrjednovanja iz biologije u osmim razredima u skolskoj godini 2010/2011. Nacionalni Centar Za Vanjsko Vrednovanje Obrazovanja. http://dokumenti.ncvvo.hr/OS/Izvjesca/izvjesce_bio_2010_2011.pdf
Gil, R. S. G., Fradkin, M., & Castañeda-Sortibran, A. N. (2018). Conceptions of meiosis: Misunderstandings among university students and errors. Journal of Biological Education, 53(2), 191-204. https://doi.org/10.1080/00219266.2018.1469531
Roini, C., & Sundari. (2018). Using certainty of responses index (CRI) for assessment to identify graduate students’ misconceptions in genetics. Proceedings of the 1st International Conference on Teaching and Learning. https://doi.org/10.5220/0008899502110217
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2005). Understanding molecular genetics through a drawing-based activity. Journal of Biological Education, 39(4), 174-178. https://doi.org/10.1080/00219266.2005.9655992
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2005). Understanding molecular genetics through a drawing-based activity. Journal of Biological Education, 39(4), 174-178. https://doi.org/10.1080/00219266.2005.9655992
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2006). Effect of bead and illustrations models on high school students' achievement in molecular genetics. Journal of Research in Science Teaching, 43(5), 500-529. https://doi.org/10.1002/tea.20144
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2007). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17(1), 49-58. https://doi.org/10.1007/s10956-007-9080-4
Setiyadi, M. W. (2017). Pengembangan modul pembelajaran biologi berbasis pendekatan saintifik untuk meningkatkan hasil belajar siswa. Journal of Educational Science and Technology (EST), 3(2), 102. https://doi.org/10.26858/est.v3i2.3468
Sidek, M. N., & Jamaludin, A. (2005). Pembinaan modul: Bagaimana membina modul latihan Dan modul akademik. Universiti Putra Malaysia.
Smith, M. K., & Wood, W. B. (2016). Teaching genetics: Past, present, and future. Genetics, 204(1), 5-10. https://doi.org/10.1534/genetics.116.187138
Stewart, J. H. (1982). Difficulties experienced by high school students when learning basic mendelian genetics. The American Biology Teacher, 44(2), 80-89. https://doi.org/10.2307/4447413
Susanti, D., Fitriani, V., & Sari, L. Y. (2020). Validity of module based on project based learning in media biology subject. Journal of Physics: Conference Series, 1521, 042012. https://doi.org/10.1088/1742-6596/1521/4/042012
Tan, K. C. (2000). Development and application of a diagnostic instrument to evaluate secondary students’ conceptions of qualitative analysis [Unpublished doctoral dissertation]. Curtin University of Technology, Perth, Australia.
Tan, K. C., Taber, K. S., Liu, X., Coll, R. K., Lorenzo, M., Li, J., Goh, N. K., & Chia, L. S. (2008). Students’ conceptions of ionisation energy: A cross-cultural study. International Journal of Science Education, 30(2), 263-283. https://doi.org/10.1080/09500690701385258
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Journal of Faculty of Education, 23, 259-266. https://pdfs.semanticscholar.org/6677/b6a7211f31f5ff9da14bede0b0c00a500415. pdf
Topcu, M. S., & Sahin-pekmez, E. (2009). Turkish Middle School Students’ Difficulties in Learning Genetics Concepts. Journal of Turkish Science Education, 6(2), 55-62.
https://pdfs.semanticscholar.org/2995/148cad2ebac1b7a8a09c39bbfa3bc789c79e.pdf
Tsui, C., & Treagust, D. F. (2003). Genetics reasoning with multiple external representations. Research in Science Education, 33, 111-135. https://doi.org/10.1023/A:1023685706290
Venville, G., & Donovan, J. (2008). How pupils use a model for abstract concepts in genetics. Journal of Biological Education, 43(1), 6-14. https://doi.org/10.1080/00219266.2008.9656143
Wyn, M. A., & Stegink, S. J. (2000). Role-playing mitosis. The American Biology Teacher, 62(5), 378-381. https://doi.org/10.2307/4450924
Yip, D. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477.
https://doi.org/10.1080/0950069980200406

In-Text Citation: (Basri, & Abdullah, 2020)
To Cite this Article: Basri, S., & Abdullah, M. S. (2020). Level of Understanding and Alternative Frameworks in Genetics Fundamental Concepts among Form Four Biology Students in Sabah, Malaysia. International Journal of Academic Research in Business and Social Sciences. 10(9), 522-541.

Copyright: © 2020 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode