Biology Teacher Candidates Drawings about Circulatory System
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Published
Aug 29, 2024
Abstract
The purpose of the drawing method is to reveal the hidden beliefs, attitudes, knowledge and understanding of students without being dependent on words. It is more useful than other techniques in that it is easy to apply and a lot of data can be obtained with a drawing. Some misconceptions can be revealed by asking students to describe or illustrate some objects or phenomena. Biology is mostly concerned with the diagnosis of structures, their interrelationships and their functions. For this reason, it is very important to draw the biological structures correctly. Human circulatory system’ comprehension is a major point in biology education. Because understanding this system is a basis for learning the transport and exchange of substances in the human body, the lymphatic system, gas exchange, and other important biological concepts. The aim of this study is to examine the cognitive structures of biology teacher candidates about the “circulatory system” with the drawing technique. In this study, a case study was conducted to reveal the biology teacher candidates’ drawings in detail. In order to explore biology teacher candidates’ drawing of the circulatory system in detail, their drawings were collected as data through 32 high school students (teacher candidates) in biology education faculty from Turkey. After the drawings were completed, each drawing was effectively scored for the presence or absence of at least one organ/structure in circulatory system. In addition, the drawings were further reclassified, taking into account the pattern of the path of pulmonary and systemic circulations. According to the findings obtained from the drawings of the biology teacher candidates about the circulatory system, it was revealed that the teacher candidates had many misconceptions, mistakes and incomplete information.
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Keywords
Circulatory System, Biology Teacher Candidates, Drawings
References
Arnaudin, M. W. & Mintzes, J. J. (1985). Students’ alternative conceptions of the human circulatory system: A cross-age study. Science Education, 69(5):721-33. DOI: https://doi.org/10.1002/sce.3730690513
Arnaudin, M. W. & Mintzes, J. J. (1986). What Research Says: The Cardiovascular System: Children’s Conceptions and Misconceptions. Science and Children, 23(5):48-51.
Bahar, M., Özel, M., Prokop, P. & Uşak, M. (2008). Science student teachers’ ideas of the heart. Journal of Baltic Science Education, 7:78-85.
Baysen, E., Güneyli, A. & Baysen, F. (2012). Kavram öğrenme-öğretme ve kavram yanilgilari: fen bilgisi ve türkçe öğretimi örneği [Concept learning-teaching and misconceptions: An example of science and Turkish teaching]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1(2):108-117.
Behrendt H., Dahncke H., R., Gràber W., Komorek M., Kross A. & Reiska P. (2001). Research in science education - past, present, and future. Springer Science & Business Media. ISBN: 2731-3786. DOI: https://doi.org/10.1007/0-306-47639-8
Bennett, J. (2003). Teaching and Learning Science: A Guide to Recent Research and Its Application. London: Continuum. ISBN: 0-8264-6527-7.
Borazan, İ. (2008). Kavram yanılgısı ve çoklu zeka alanlarının ilişkilendirilmesine dayalı bir öğretimin kavram yanılgılarının giderilmesindeki etkisinin incelenmesi: Dolaşım sistemi örneği [Examining the effect of an education based on associating misconceptions and multiple intelligence areas in eliminating misconceptions: Circulatory system example]. Master’s thesis, Balıkesir University, Balıkesir.
Brown, M. H., & R. S. Schwartz. (2009). Connecting Photosynthesis and Cellular Respiration: Preservice Teachers’ Conceptions. Journal of Research in Science Teaching, 46:791-812. DOI: https://doi.org/10.1002/tea.20287
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar [Some common misconceptions in chemistry]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(1):135-146.
Cheng, M. M., & Gilbert, J. K. (2015). Students’ Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions. International Journal of Science Education, 37(1):136-161. DOI: https://doi.org/10.1080/09500693.2014.969359
Campbell, N. A., Reece, J., Ury, L. A., Cain, M. L., Wasserman, S., & Minorsky, P. (2016). Campbell Biology. Eleventh Editon. Publisher: Pearson. ISBN: 978-0135188743.
Chi, M. T. H. (2005) Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2):161-199. DOI: https://doi.org/10.1207/s15327809jls1402_1
Çardak, O., & Dikmenli, M. (2018). Ortaokul öğrencilerinin sindirim sistemi hakkındaki düşüncelerinin çizim tekniği ile incelenmesi [Examining secondary school students’ thoughts about the digestive system using drawing technique]. III. INES Education and Social Science Congress, Antalya, April 28.
Çobanoğlu, E. O., & Bektaş, H. (2012). Kavramsal değişim metinlerinin ilköğretim 6. sınıf öğrencilerinin dolaşım sistemi konusundaki kavram yanılgılarının giderilmesine etkisi [The effect of conceptual change texts on eliminating 6th grade primary school students’ misconceptions about the circulatory system]. X. Science and Mathematics Education Congress, Niğde, June 27.
Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. The American Biology Teacher, 63(4):271-279. DOI: https://doi.org/10.2307/4451099
Driver, R. (1988). Changing Conceptions. Tijdschrift voor Didactiek der B-wetenschappen, 6(3):161-197.
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. DOI: https://doi.org/10.1080/03057267808559857
Gençbay, T. (2016). 6. sınıf öğrencilerinin kan dolaşımı ile ilgili düşüncelerinin analizi [Analysis of 6th grade students’ thoughts about blood circulation] Master’s thesis, Ondokuz Mayıs University, Samsun.
Gül, Ş. (2011). 5E modeline dayali olarak hazirlanan ders yaziliminin öğrencilerin başarilarina, tutumlarina ve kavram yanilgilarinin giderilmesine etkisi [The effect of course software prepared based on the 5E model on students’ achievements, attitudes and eliminating misconceptions]. Ph.D.diss., Atatürk University, Erzurum.
Gül, Ş., & Özay Köse, E. (2021). Lise öğrencilerinin hücre ve organelleri konusundaki temel kavramlara yönelik bilgi düzeylerinin öğrenci çizimleri yoluyla belirlenmesi [Determination of high school students’ knowledge levels of basic concepts about cells and organelles through student drawings]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 42:367-390. DOI: https://doi.org/10.33418/ataunikkefd.734585
Güngör, B., & Özgür, S. (2009). İlköğretim beşinci sınıf öğrencilerinin sindirim sistemi konusundaki didaktik kökenli kavram yanılgılarının nedenleri [Reasons for didactic-based misconceptions about the digestive system of fifth grade primary school students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(2):149-177.
Kete, R. (2006). 6. sınıf fen bilgisi biyoloji konularında kavram yanılgıları [Misconceptions about 6th grade science and biology subjects]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 19:63-70.
King, C. J. H. (2009). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32:565-601. DOI: https://doi.org/10.1080/09500690902721681
Kumandaş, B., Ateskan, A., & Lane, J. (2019). Misconceptions in biology: A meta-synthesis study of research, 2000–2014. Journal of Biological Education, 53(4):350-364. DOI: https://doi.org/10.1080/00219266.2018.1490798
Liew, C. W., & Treagust, D. F. (1995). A predict-observe-explain teaching sequence for learning about students’ understanding of heat and expansion of liquids. Australian Science Teachers’ Journal, 41(1):68-71.
López-Manjón, A., & Angón, Y. P. (2009). Representations of the human circulatory system. Journal of Biological Education, 43(4):159-163. DOI: https://doi.org/10.1080/00219266.2009.9656176
Marioni C. (1989). Aspect of Srudent’s Understanding in Classroom Setting: Case Studies on Motion and Intertia. Physics Education, 24: 273-277. DOI: https://doi.org/10.1088/0031-9120/24/5/307
Matthews, M. R. (1998). In defence of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35:161-174. DOI: https://doi.org/10.1002/(SICI)1098-2736(199802)35:2<161::AID-TEA6>3.0.CO;2-Q
Michael, J.A., Wenderoth, M.P., Model, H.I., Cliff, W., Horwitz, B., & McHale, P. (2002). Undergraduate’s understanding of cardiovascular phenomena. Advances in Physiology Education, 26(2):72-84. DOI: https://doi.org/10.1152/advan.00002.2002
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139173469
Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1):117-153. DOI: https://doi.org/10.3102/00028312028001117
Nugraha, I. (2018). The use of drawing as an alternative assessment tool in biology teaching. In Journal of Physics: Conference Series, 1013:1,012016. IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1013/1/012016
Özgür, S. (2013). The Persistence of Misconceptions About the Human Blood Circulatory System Among Students in Different Grade Levels. International Journal of Environmental and Science Education, 8(2):255-268. DOI: https://doi.org/10.12973/ijese.2013.206a
Özsevgeç, L. C. (2007). What do turkish students at different ages know about their internal body parts both visually and verbally? Journal of Turkish Science Education, 4(2):31-44.
Patrick, P. G., & Tunnicliffe, S. D. (2010). Science teachers’ drawings of what is inside the human body. Journal of Biological Education, 44(2):81-87. DOI: https://doi.org/10.1080/00219266.2010.9656198
Pridmore, P., & Bendelow, G. (1995). Images of health: exploring beliefs of children using the’draw-and-write’technique. Health Education Journal, 54(4):473-488. DOI: https://doi.org/10.1177/001789699505400410
Prokop, P., & Faněoviěová, J. (2006). Students’ideas about the human body: do they really draw what they know. Journal of Baltic Science Education, 5(10):86-95.
Reiss, M. J., & Tunnicliffe, S. D. (2001). What sorts of worlds do we live in nowadays? Teaching biology in a post-modern age. Journal of Biological Education, 35(3):125-129. DOI: https://doi.org/10.1080/00219266.2001.9655760
Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., ... & Van Roy, W. (2002). An international study ofyoung peoples’ drawings of what is inside themselves. Journal of Biological Education, 36(2):58-64. DOI: https://doi.org/10.1080/00219266.2002.9655802
Riche, R.D. (2000), Strategies for Assisting Students Overcome Their Misconceptions in High School Physics. Memorial University of Newfoundland Education. 6390.
Rotbain, Y., G. Marbach-Ad, & R. Stavy. (2008). Using a Computer Animation to Teach High School Molecular Biology. Journal of Science Education and Technology, 17:(1):49-58. DOI: https://doi.org/10.1007/s10956-007-9080-4
Sezen, G., & Çimer, A. (2009). Fen bilgisi öğretmen adaylarının insanda dolaşım sistemi konusundaki kavramları anlama seviyelerinin kavram haritası ve kelime ilişkilendirme testi ile belirlenmesi [Determination of science teacher candidates’ understanding levels of concepts on the human circulatory system using concept map and word association test] International Educational Research, Çanakkale Onsekiz Mart University, Çanakkale.
Stepans, J. (1996). Targeting Students’ Science Misconceptions: Physical Science Concepts Using the Conceptual Chance Moldel. Riverview, Fla: Idea Factory. ISBN: 1891022075.
Sungur, S., Tekkaya, C., and Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101(2):91-101. DOI: https://doi.org/10.1111/j.1949-8594.2001.tb18010.x
Sungur, S., & Tekkaya, C. (2003). Students’ achievement in human circulatory system unit: The effect of reasoning ability and gender. Journal of Science Education and Technology, 12(1):59-64. DOI: https://doi.org/10.1023/A:1022111728683
Yağbasan R. ve Gülçiçek Ç. (2003). Fen öğretiminde kavram yanilgilarinin karakteristiklerinin tanimlanması [Defining the characteristics of misconceptions in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1):102-120.
Yip, D. Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32(3):207-215. DOI: https://doi.org/10.1080/00219266.1998.9655622
Arnaudin, M. W. & Mintzes, J. J. (1986). What Research Says: The Cardiovascular System: Children’s Conceptions and Misconceptions. Science and Children, 23(5):48-51.
Bahar, M., Özel, M., Prokop, P. & Uşak, M. (2008). Science student teachers’ ideas of the heart. Journal of Baltic Science Education, 7:78-85.
Baysen, E., Güneyli, A. & Baysen, F. (2012). Kavram öğrenme-öğretme ve kavram yanilgilari: fen bilgisi ve türkçe öğretimi örneği [Concept learning-teaching and misconceptions: An example of science and Turkish teaching]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1(2):108-117.
Behrendt H., Dahncke H., R., Gràber W., Komorek M., Kross A. & Reiska P. (2001). Research in science education - past, present, and future. Springer Science & Business Media. ISBN: 2731-3786. DOI: https://doi.org/10.1007/0-306-47639-8
Bennett, J. (2003). Teaching and Learning Science: A Guide to Recent Research and Its Application. London: Continuum. ISBN: 0-8264-6527-7.
Borazan, İ. (2008). Kavram yanılgısı ve çoklu zeka alanlarının ilişkilendirilmesine dayalı bir öğretimin kavram yanılgılarının giderilmesindeki etkisinin incelenmesi: Dolaşım sistemi örneği [Examining the effect of an education based on associating misconceptions and multiple intelligence areas in eliminating misconceptions: Circulatory system example]. Master’s thesis, Balıkesir University, Balıkesir.
Brown, M. H., & R. S. Schwartz. (2009). Connecting Photosynthesis and Cellular Respiration: Preservice Teachers’ Conceptions. Journal of Research in Science Teaching, 46:791-812. DOI: https://doi.org/10.1002/tea.20287
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar [Some common misconceptions in chemistry]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(1):135-146.
Cheng, M. M., & Gilbert, J. K. (2015). Students’ Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions. International Journal of Science Education, 37(1):136-161. DOI: https://doi.org/10.1080/09500693.2014.969359
Campbell, N. A., Reece, J., Ury, L. A., Cain, M. L., Wasserman, S., & Minorsky, P. (2016). Campbell Biology. Eleventh Editon. Publisher: Pearson. ISBN: 978-0135188743.
Chi, M. T. H. (2005) Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2):161-199. DOI: https://doi.org/10.1207/s15327809jls1402_1
Çardak, O., & Dikmenli, M. (2018). Ortaokul öğrencilerinin sindirim sistemi hakkındaki düşüncelerinin çizim tekniği ile incelenmesi [Examining secondary school students’ thoughts about the digestive system using drawing technique]. III. INES Education and Social Science Congress, Antalya, April 28.
Çobanoğlu, E. O., & Bektaş, H. (2012). Kavramsal değişim metinlerinin ilköğretim 6. sınıf öğrencilerinin dolaşım sistemi konusundaki kavram yanılgılarının giderilmesine etkisi [The effect of conceptual change texts on eliminating 6th grade primary school students’ misconceptions about the circulatory system]. X. Science and Mathematics Education Congress, Niğde, June 27.
Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. The American Biology Teacher, 63(4):271-279. DOI: https://doi.org/10.2307/4451099
Driver, R. (1988). Changing Conceptions. Tijdschrift voor Didactiek der B-wetenschappen, 6(3):161-197.
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. DOI: https://doi.org/10.1080/03057267808559857
Gençbay, T. (2016). 6. sınıf öğrencilerinin kan dolaşımı ile ilgili düşüncelerinin analizi [Analysis of 6th grade students’ thoughts about blood circulation] Master’s thesis, Ondokuz Mayıs University, Samsun.
Gül, Ş. (2011). 5E modeline dayali olarak hazirlanan ders yaziliminin öğrencilerin başarilarina, tutumlarina ve kavram yanilgilarinin giderilmesine etkisi [The effect of course software prepared based on the 5E model on students’ achievements, attitudes and eliminating misconceptions]. Ph.D.diss., Atatürk University, Erzurum.
Gül, Ş., & Özay Köse, E. (2021). Lise öğrencilerinin hücre ve organelleri konusundaki temel kavramlara yönelik bilgi düzeylerinin öğrenci çizimleri yoluyla belirlenmesi [Determination of high school students’ knowledge levels of basic concepts about cells and organelles through student drawings]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 42:367-390. DOI: https://doi.org/10.33418/ataunikkefd.734585
Güngör, B., & Özgür, S. (2009). İlköğretim beşinci sınıf öğrencilerinin sindirim sistemi konusundaki didaktik kökenli kavram yanılgılarının nedenleri [Reasons for didactic-based misconceptions about the digestive system of fifth grade primary school students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(2):149-177.
Kete, R. (2006). 6. sınıf fen bilgisi biyoloji konularında kavram yanılgıları [Misconceptions about 6th grade science and biology subjects]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 19:63-70.
King, C. J. H. (2009). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32:565-601. DOI: https://doi.org/10.1080/09500690902721681
Kumandaş, B., Ateskan, A., & Lane, J. (2019). Misconceptions in biology: A meta-synthesis study of research, 2000–2014. Journal of Biological Education, 53(4):350-364. DOI: https://doi.org/10.1080/00219266.2018.1490798
Liew, C. W., & Treagust, D. F. (1995). A predict-observe-explain teaching sequence for learning about students’ understanding of heat and expansion of liquids. Australian Science Teachers’ Journal, 41(1):68-71.
López-Manjón, A., & Angón, Y. P. (2009). Representations of the human circulatory system. Journal of Biological Education, 43(4):159-163. DOI: https://doi.org/10.1080/00219266.2009.9656176
Marioni C. (1989). Aspect of Srudent’s Understanding in Classroom Setting: Case Studies on Motion and Intertia. Physics Education, 24: 273-277. DOI: https://doi.org/10.1088/0031-9120/24/5/307
Matthews, M. R. (1998). In defence of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35:161-174. DOI: https://doi.org/10.1002/(SICI)1098-2736(199802)35:2<161::AID-TEA6>3.0.CO;2-Q
Michael, J.A., Wenderoth, M.P., Model, H.I., Cliff, W., Horwitz, B., & McHale, P. (2002). Undergraduate’s understanding of cardiovascular phenomena. Advances in Physiology Education, 26(2):72-84. DOI: https://doi.org/10.1152/advan.00002.2002
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139173469
Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1):117-153. DOI: https://doi.org/10.3102/00028312028001117
Nugraha, I. (2018). The use of drawing as an alternative assessment tool in biology teaching. In Journal of Physics: Conference Series, 1013:1,012016. IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1013/1/012016
Özgür, S. (2013). The Persistence of Misconceptions About the Human Blood Circulatory System Among Students in Different Grade Levels. International Journal of Environmental and Science Education, 8(2):255-268. DOI: https://doi.org/10.12973/ijese.2013.206a
Özsevgeç, L. C. (2007). What do turkish students at different ages know about their internal body parts both visually and verbally? Journal of Turkish Science Education, 4(2):31-44.
Patrick, P. G., & Tunnicliffe, S. D. (2010). Science teachers’ drawings of what is inside the human body. Journal of Biological Education, 44(2):81-87. DOI: https://doi.org/10.1080/00219266.2010.9656198
Pridmore, P., & Bendelow, G. (1995). Images of health: exploring beliefs of children using the’draw-and-write’technique. Health Education Journal, 54(4):473-488. DOI: https://doi.org/10.1177/001789699505400410
Prokop, P., & Faněoviěová, J. (2006). Students’ideas about the human body: do they really draw what they know. Journal of Baltic Science Education, 5(10):86-95.
Reiss, M. J., & Tunnicliffe, S. D. (2001). What sorts of worlds do we live in nowadays? Teaching biology in a post-modern age. Journal of Biological Education, 35(3):125-129. DOI: https://doi.org/10.1080/00219266.2001.9655760
Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., ... & Van Roy, W. (2002). An international study ofyoung peoples’ drawings of what is inside themselves. Journal of Biological Education, 36(2):58-64. DOI: https://doi.org/10.1080/00219266.2002.9655802
Riche, R.D. (2000), Strategies for Assisting Students Overcome Their Misconceptions in High School Physics. Memorial University of Newfoundland Education. 6390.
Rotbain, Y., G. Marbach-Ad, & R. Stavy. (2008). Using a Computer Animation to Teach High School Molecular Biology. Journal of Science Education and Technology, 17:(1):49-58. DOI: https://doi.org/10.1007/s10956-007-9080-4
Sezen, G., & Çimer, A. (2009). Fen bilgisi öğretmen adaylarının insanda dolaşım sistemi konusundaki kavramları anlama seviyelerinin kavram haritası ve kelime ilişkilendirme testi ile belirlenmesi [Determination of science teacher candidates’ understanding levels of concepts on the human circulatory system using concept map and word association test] International Educational Research, Çanakkale Onsekiz Mart University, Çanakkale.
Stepans, J. (1996). Targeting Students’ Science Misconceptions: Physical Science Concepts Using the Conceptual Chance Moldel. Riverview, Fla: Idea Factory. ISBN: 1891022075.
Sungur, S., Tekkaya, C., and Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101(2):91-101. DOI: https://doi.org/10.1111/j.1949-8594.2001.tb18010.x
Sungur, S., & Tekkaya, C. (2003). Students’ achievement in human circulatory system unit: The effect of reasoning ability and gender. Journal of Science Education and Technology, 12(1):59-64. DOI: https://doi.org/10.1023/A:1022111728683
Yağbasan R. ve Gülçiçek Ç. (2003). Fen öğretiminde kavram yanilgilarinin karakteristiklerinin tanimlanması [Defining the characteristics of misconceptions in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1):102-120.
Yip, D. Y. (1998). Teachers’ misconceptions of the circulatory system. Journal of Biological Education, 32(3):207-215. DOI: https://doi.org/10.1080/00219266.1998.9655622
How to Cite
Özay Köse, E. (2024). Biology Teacher Candidates Drawings about Circulatory System. Science Insights Education Frontiers, 23(2), 3779–3797. https://doi.org/10.15354/sief.24.or621
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