M. Said Doğru, Lale Cerrah Özsevgeç


The objective of this study is to make a research on the challenges faced in learning the concepts of biology and the reasons for not learning them based on the opinions of teacher candidates. The study group comprises of teacher candidates studying in a state university in Turkey. The challenges faced by teacher candidates in understanding are gathered under three groups (I can’t understand, I have difficulty in understanding, I understand) with the help of statistics program, after being compiled with a questionnaire form. After the respective analyses, it was understood that the reasons that make it challenging for biology subjects to be learned are as follows: not correlating the studied concepts with other concepts; learning by memorizing; not commenting on the result; not attributing the correct meaning to the concepts; not using tangible data on learning the concepts; misunderstanding of concepts due to lack of knowledge; not using the technology on a satisfactory level within the scope of the learning methods. Additionally, the biology subjects, which teacher candidates have difficulty in understanding, can be found on the findings section.


Article visualizations:

Hit counter



biology education, science teacher candidates, learning difficulties, pre-service classroom teachers

Full Text:



Abdulraheem Y., Bello B.M., Odutayo A.O., 2018. In Search of a More Effective Strategy: Using the 5e Instructional Strategy to Teach Civic Education in Senior Secondary Schools in Ilorin, Nigeria. Journal of International Social Studies, 8(1), 62-85.

Adesoji F.A., Omilani, N.A., Dada, S.O., 2017. A Comparison of Perceived and Actual; Students’ Learning Difficulties in Physical Chemistry. International Journal of Brain and Cognitive Sciences, 6(1), 1-8.

Ahi B., Balcı S., 2017. Where Does The Breath I Take From My Nose Go? Children’s Knowledge about Respiratory System. Elementary Education Online, 16(1), 326- 341.

Ahmed M.A., Opatola Y.M., Yahaya L., Sulaiman M.M., 2018. Identification of Alternative Conceptions of Genetics Held By Senior School Students In Ilorin, Nigeria, Using A Three-Tier Diagnostic Test. Kiu Journal of Social Sciences, 4(1), 97-104.

Alkan İ., Akkaya G., Köksal M.S., 2016. Determining Misconceptions of Prospective Science Teachers by Using Modeling Approach as a Data Collection Way. Ondokuz Mayıs University Journal of Faculty of Education, 35(2), 121-135.

Altunoğlu B.D., Şeker M., 2015. The Understandings of Genetics Concepts and Learning Approach of Pre-Service Science Teachers. Journal of Educational and Social Research, 5(1), 61-66.

Artun H., Coştu B., 2013. Effect of the 5e Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach. Journal of Science Education and Technology, 22(1), 1-10.

Connor M., Lawrence A.B., 2017. Understanding Adolescents’ Categorisation of Animal Species. Animals, 7(9), 3-16.

Çömek A., Akınoğlu, O., Elmacı, E., Gündoğdu, T., 2016. The Effect of Concept Mapping on Students’ Academic Achievement and Attitude in Science Education. International Journal of Human Sciences, 13(1), 348-363.

Etobro A.B., Banjoko S.O., 2017. Misconceptions of Genetics Concepts among Pre- Service Teachers. Global Journal of Educational Research, 16(2), 121-128.

Fujita T., 2012. Learners’ Level of Understanding of the Inclusion Relations of Quadrilaterals and Prototype Phenomenon. The Journal of Mathematical Behavior, 31(1), 60-72.

Goff E.E., Reindl K.M., Johnson C., Mcclean P., Offerdahl E.G., Schroeder N.L., White A.R, 2017. Efficacy of A Meiosis Learning Module Developed For The Virtual Cell Animation Collection. Cbe-Life Science Education 16(1), 1-12.

Güneş M., Güneş T., 2015. The Level of Readiness of the Science Teacher Students in Biology and Their Gains during Their Education. Journal of Kırşehir Education Faculty, 6(2), 163-167.

Güneş T., Taştan Akdağ F., 2016. Determination of Perceptions of Science High School Students on Energy and Their Levels of Interdisciplinary Association. International Journal of Social Sciences And Education Research, 2(2), 625-635.

Halim L., Meerah S.M., 2002. Science Trainee Teachers’ Pedagogical Content Knowledge and Its Influence on Physics Teaching. Research in Science & Technological Education, 20(2), 215-226.

Han, S., Yalvac, B., Capraro, M.M., & Capraro, R.M. (2015). In-Service Teachers' Implementation and Understanding of Stem Project Based Learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 63-76.

Harman G., 2014. The Determination of Misconceptions about “The Passage of Substances through Cell Membrane” By Employing Prediction-Observation- Explanation Method. Journal of Turkish Science Education, 11(4), 81-106.

Kara F., 2016. Relationship Between Their Opinions About Their Daily Life Association With Information That Middle School 5th Grade Students Have Learned In Science Course And Their Achievements In Science Course. Erzincan University Journal of Education Faculty, 18(2), 1380-1397.

Karaman, P., Karaman, A. (2016). Opinions of Science Teachers about the Revised Science Education Program. Erzincan University Journal of Education Faculty, 18(1), 243-269.

Kavak Ş., Coşkun H., 2017. The Importance of Educational Material Development in Early Childhood Education. International Journal of Early Childhood Education Studies, 2(2), 11-23.

Keser H., Özdemir O., 2018. Examination of the Use of Computer Aided Word Teaching Material for the Education of Students with Hearing Impairment. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(1), 29-53.

Kontaş H., Yağcı E., 2016. The Effectiveness of the In-Service Training Program Developed on The Basis of the Needs of the Teachers of Science and Art Centers In the Area of Curriculum Development. Abant İzzet Baysal University Faculty of Education Journal, 16(3), 902-923.

Korkmaz, Ö., & Buyruk, B. (2016). Concepts of Science and Technologic Orientation of Students with Daily Life. Ondokuz Mayis University Journal of Education Faculty, 35(1), 159-172.

Kwen Y., Lawson, E.A. 2000. Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence. Journal of Research in Science Education, 37(1), 44-62.

Lee S., Kim Ö., 2015. Exploring Levels of High School Students’ conceptual Understanding and Modeling Performance Regarding Cell Division. Biology Education, 43(3), 261-275.

Maraş M., Akman Y., 2009. The Understanding Level and Comprehension Mistakes of Students about Cell Biology. National Education, 181, 146-150.

Mazlum E., Yiğit N., 2017. Examining Indicators of Knowledge of Light Concept through Peer Tutoring Applications. Hacettepe University Journal of Education, 32(2), 295-311.

Mahdi J.G., 2014. Student Attitudes towards Chemistry: An Examination of Choices and Preferences. American Journal of Educational Research, 2(6), 351-356.

Mclaren B.M., Adams D.M., Mayer, R.E, Forlizzi J., 2017. A Computer-Based Game That Promotes Mathematics Learning More Than a Conventional Approach. International Journal of Game-Based Learning (Ijgbl), 7(1), 36-56.

Memnun D.S., 2008. Difficulties of Learning Probability Concepts, the Reasons Why These Concepts Cannot Be Learned and Suggestions for Solution. Inonu University Journal of the Faculty of Education, 9(15), 89-101.

Orcajo, I.T., Aznar, M.M., 2005. Solving Problems in Genetics II: Conceptual Restructuring. International Journal of Science Education, 27(12), 1495-1519.

Osman E., Boujaoude S., Hamdan H., 2017. An Investigation of Lebanese G7-12 Students’ Misconceptions and Difficulties in Genetics and Their Genetics Literacy. International Journal of Science and Mathematics Education, 15(7), 1257–1280.

Özay Köse E., Gül Ş., 2016. Primary School Student Teachers’ Levels of Associating of Their Biological Knowledge with Daily Life. Amasya Education Journal, 5(1), 84- 103.

Özdemir Şimşek P., Ecevit T., 2017. The Evaluation of Teachers’ Science Concept Teaching and Their Action to Diagnose and Eliminate Misconceptions. Elementary Education Online, 16(1), 129-150.

Özkan M., Bal A.P., 2018. The Analysis of Teacher Views on 7th Grade Students’ Mistakes and Misconceptions. Journal of Theory and Practice In Education, 14(1), 81-106.

Nagro S.A., Debettencourt L.U., Rosenberg M.S., Carran D.T., Weiss M.P., 2017. The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills. Teacher Education and Special Education, 40(1), 7 – 25.

Saydam M., Çangal Ö., 2018. The Effect of Extra-Curricular Activities with Active Participation on the Student Motivation in Teaching Turkish to the Foreigners. Journal of Theoretical Educational Science, 11(2), 342-358.

Scott F.J., 2016. An Investigation into Students’ Difficulties in Numerical Problem Solving Questions in High School Biology Using a Numeracy Framework. European Journal of Science and Mathematics Education, 4(2), 115-128.

Sewell-Smith A., 2004. Teaching Does Not Necessarily Equal to Learning. Teaching Science-Australian Science Teachers Association, 50(1), 22-26.

Sıcaker A., Öz Aydın S., 2015. Evaluation of Biotechnology and Genetic Engineering Concepts by Students. Ondokuz Mayis University Journal of Faculty of Education, 34(2), 51-67.

Soykan E., Ozdamli F., 2016. The Impact of M-Learning Activities on the It Success and M-Learning Capabilities of the Special Education Teacher Candidates. World Journal on Educational Technology, 8(3), 267-276.

Şen K., Özdemir O., 2016. In Science And Technology Lesson, The Effect of Genotype- Environment Interaction of The Activities Carried Out With Visual Materials. Qualitative Studies, 11(3), 13-26.

Şen M., Öztekin C., Demirdöğen B., 2018. Impact of Content Knowledge on Pedagogical Content Knowledge In The Context of Cell Division. Journal of Science Teacher Education, 29(2), 102-127.

Timur, B., & İmer Çetin, N. (2017). Science Teachers’ Competencies towards Developing Project: The Effect of In-Service Teacher Education Program. Journal of Kırşehir Education Faculty, 18(2), 97-111.

Toyoma N., 2000. What Are Food And Air Like ınside Our Bodies?: Children’s Thinking About Digestion And Respiration. International Journal of Behavioral Development, 24(2), 220-230

Ültay E., Ültay N., Dönmez Usta, N., 2018. Examination of the Lesson Plans According to the 5e Learning Model and React Strategies for “Simple Electric Circuits” Prepared By the Classroom Teacher Candidates. Kastamonu Education Journal, 26(3), 855-864.

Üstün Ç., Demirci N., 2016. Biotechnology, Medicine and Ethics. Ege Journal of Medicine Biyoteknoloji, 55(3), 158-162.

Valanides N., 2000. Primary Student Teachers’ Understanding of the Particulate Nature of Matter and Its Transformations during Dissolving. Chemistry Education: Research and Practice in Europe, 1, 249–262.

Yakısan M., 2016. Are The Genetic Materials of Gametes and Somatic Cells Different? The Conceptions of Pre-Service Teachers. International Journal of Environmental and Science Education, 11(4), 409-420.

Yates T.B., Marek E.A., 2014. Teachers Teaching Misconceptions: A Study of Factors Contributing To High School Biology Students’ Acquisition of Biological Evolution-Related Misconceptions. Evolution: Education and Outreach, 7(7).

Yavuz Mumcu H., Yıldız S., 2015. Developing, Implementing and Evaluating of a Web-Based Instructional Material Supporting Spatial Thinking. Elementary Education Online, 14(4), 1290-1306.

Yıldız E, Şimşek Ü, Ağdaş H, 2017. Effect of Educational Games Integrated Cooperative Learning Model on Students’ Motivation toward Science Learning and Social Skills. Journal of Kırşehir Education Faculty, 18(2), 37-54.



  • There are currently no refbacks.

Copyright (c) 2018 M. Said Doğru, Lale Cerrah Özsevgeç

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).