Analizing Student Biology Education Misconception And Scientific Argumentation Ability Using Diagnostic Question Clusters (Dqcs) Of Molecular Genetic Concept

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Nurlaila, L.^1 ; Sriyati, S.^1 ; Riandi^1

Departement of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229, Bandung

40154, Indonesia^1

关键词: Biology educations;    Field notes;    Level 2;    Molecular genetics;    Protein synthesis;    research methods;    Research subjects;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012112/pdf
DOI  :  10.1088/1742-6596/812/1/012112

来源: IOP

【 摘 要 】

The purpose of this research is to describe the profile of misconceptions and scientific argumentation ability using Diagnostic Question Cluster (DQCs) of molecular genetics concept. This research use descriptive research method and biology education students as a research subject. The Instrument that used in this research are DQCs, sheets interviews, observations, and field notes. The DQCs tested by writing and oral that used to analyze misconceptions and scientific argumentation ability. Sheets interviews, observations and field notes, are used to analyze the possible factors causing misconceptions and scientific argumentation ability. The results showed that misconception of molecular genetics are: DNA (23.75%), genes (18.75%) of chromosomes (15%) and protein synthesis (5.5%). The pattern of the highest misconceptions owned Misconception-Understand Partial. The average scientific argumentation ability is 55% and still categorized warrant (W). The pattern of the scientific argumentation abilities formed is level 2 to level 2 that consists of the arguments in the form of a claim with a counter claim that accompanied by data, collateral (warrant) or support (backing) but does not contain a disclaimer (rebutal).