Determination of cognitive structures and alternative concepts of high school students on biodiversity

In this study, it was aimed to analyze the cognitive structures of 12th grade high school students on biodiversity and to determine their current alternative concepts. The model of the study is a descriptive study with a qualitative basis. As a data collection tool, word association test forms, metaphorical perception and open-ended question techniques were used to reveal the cognitive structures of the students. This study was conducted with 151 students in different branches of 12th grades studying at a private school in Konya province. Content analysis was used in the word association test. Using the keyword biodiversity, students were asked to write down the words that came to their minds about the determined concept within 50 seconds. Then, they were asked to form 2 sentences from the words they produced. As a result of the examination, the data were collected under 7 categories. These categories are; species diversity, ecosystem diversity, genetic diversity, taxonomy, branch of science, diversity of ecological events and environmental factors. Among these, the category with the highest frequency is the category of "species diversity". Students generally preferred to write words related to topics such as biodiversity and species diversity in this category. The sentences formed by the students were divided into categories as sentences containing scientific information, superficial sentences and sentences containing misconceptions. It was determined that 4 participants made sentences containing misconceptions. Content analysis was used in the analysis of the data obtained in the metaphor technique. Based on this, "biodiversity …. like this. Because …." They were asked to complete the sentence revealing the metaphor. The number of valid metaphors related to biodiversity has been determined as 80. The number of categories created is 6. These categories are respectively according to their frequency values; biodiversity in the context of difference, biodiversity in the context of dynamics, biodiversity in the context of life science, biodiversity in the context of interaction, biodiversity in the context of biological entropy, and biodiversity in the sense of ecological balance. The most dominant category is determined as the category of biodiversity in the context of diversity. The most recurring metaphors are water (7), human (6), tree (6), forest (5), thought (5) and color palette (5). Content analysis was used to evaluate the data obtained from open-ended questions. Students were asked 3 open-ended questions about biodiversity and their answers were analyzed. According to the analysis, the answers were categorized as sentences containing scientific information, superficial information and misconceptions. "What is the importance of biodiversity? Give an example." Only 5 students made sentences containing misconceptions in the answers to the question. "What are the possible effects of reduced biodiversity?" and "What are the factors that threaten biodiversity?" No sentences containing misconceptions were found in the answers given to the questions. As a result, when the analyzes made with the word association test, metaphor technique and open-ended questions technique on biodiversity are evaluated, it is seen that the students' cognitive structures and alternative concepts are at a sufficient level. However, incorrect learning and misconceptions in the sentences made by some students can be interpreted as the subject is not fully understood. Keywords: Biodiversity, word association test, metaphor, cognitive structure