How Do Biology Teacher Candidates Know Particulate Movements & Random Nature of Matter and Their Effects to Diffusion

Abstract

The previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an important precursor to instruction in life science and physical science. The leaening of concentration and tonicity processes of diffusion and osmosis, life forces influence on diffusion and osmosis, and random nature of matter were difficult learning for students. İt appears that misconceptions may play a larger role students learn diffusion and osmosis concepts. What could be take place the active role of the student learning without misconceptions of difussion and osmosis? İt is possible suggest, students should actively engaged in constructing knowledge. During each phase of the learning, students should actively manipulating materials, recording data, or analyzing results. Students should encourage discussing findings in groups and with the class. The teacher acts as a facilitator via making connections betvveen concepts. Students may debate and argue relationships betvveen concepts and their contens this may provides paying their attention experiences with the concepts. Because of its importance of diffusion and osmosis, it may be benefial to investigate misconceptions of high school students. The purpose of this study vvas to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship betvveen knowledge of diffusion and osmosis and a student's confidence in their content knowledge following instruction.

Keywords: Diffusion, concentration, membranes, random nature of matter.