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The sample included 50 preservice teachers from a Western Black Sea Region university in Turkey. Four different cut-off points were set and analyzed. Findings showed common response words such as organ, living things, and microscope, forming a conceptual network in three disconnected islets at the third cut-off, with desired interconnections appearing only at more extended cut-off conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cognitive-structure-of-precervice-primary-school-teachers-for-basic-biology-concepts-research-study/588223/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cognitive-structure-of-precervice-primary-school-teachers-for-basic-biology-concepts-research-study/588223.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to examine preservice teachers’ cognitive structures for biology concepts?","Question",{"text":112,"@type":113},"The study used the Word Association Test (WAT) to identify connections among basic biology concepts in teachers’ cognitive networks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study group selected and how many participants were included?",{"text":117,"@type":113},"A total of 50 preservice teachers participated, selected with criterion sampling; having taken the General Biology course was the main criterion.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the cut-off points reveal about the conceptual network structure?",{"text":121,"@type":113},"At the third cut-off point, the conceptual network formed three disconnected islets, while the desired interconnected network appeared only when the cut-off point was extended beyond the last cut-off.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588223,1793129888,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","COGNITIVE STRUCTURE OF PRECERVICE PRIMARY SCHOOLTEACHERS FOR BASIC BIOLOGY CONCEPTS  \nYeşim YENER, Muhammed Erkam İNAN  \nAbstract: This study aimed to determine the cognitive structures of preservice primary schoolteachers for basic biology concepts using Word Association Test (WAT) . The study group consists of 50 preservice teachers studying in a university in Western Black Sea Region in Turkey. Four separate cut-off points were determined and analysed. Organ, living things, microscope were the most common response words. The conceptual network was structured as three different islets that were disconnected from each other at the third cut-off point. The desired conceptual network was formed only when cut-off point was taken further than the last cut-off point, and that these desired interconnections, network structure were formed in some students. It is suggested that this situation should be taken into consideration while determining cognitive structures using WAT and that lecturing should be performed according to the structure of the conceptual network that is desired to be shaped in the students' memory.  \nKey words: biology, cognitive structure, word association test, preservice primary school teachers  \n1. Introduction  \nThere are many courses that students have difficulties in learning, and many reasons for this that originate from the student, the teacher, the family, the school conditions, the lesson, and the system are known. The biology course is one of the courses that students have difficulty in learning in terms of the subjects it includes (Çimer, 2012; Lazarowitz & Penso, 1992; Seymour & Longdon, 1991) . Although it is actually an interesting course that examines living things, it can be said that students have difficulties while learning this course because it includes both invisible abstract subjects and the concepts that are the building blocks of knowledge and the connections between these concepts cannot be completely established by students (Jones & Rua, 2008; Lukin, 2013) because the inability of students to learn concepts correctly causes difficulties in the high-level learning process (Aydın & Balım, 2007) . The Word Association Test (WAT) has been used as one of the complementary measurements and evaluation techniques since the past in determining connections between these concepts in students' cognitive structures, i.e. a network of knowledge (Bahar, Johnstone & Hansell, 1999) . In addition to determining the cognitive structure about the subject desired to be investigated, the WAT is successfully used in determining the conceptual change process and detecting misconceptions (Balbağ, 2018; Ercan, Taşdere & Ercan, 2010; Taşdere, Özsevgeç &Türkmen, 2014; Yener, 2017) . There are studies in which the cognitive structures of students related to some key concepts in science teaching, especially in biology, are determined by using the WAT. In these studies, for example, one or two stimulus concepts such as \"dangerous animals\" (Çardak, 2009a),\"living cell and biodiversity\" (Kostova & Radoynovska, 2008), \"enzyme\" (Kurt, 2013b), \"evolution\"(Önel & Yüce, 2016), \"biological species\" (Çardak & Dikmenli, 2018), \"central dogma\" (Sikumbang, Rakhmawati & Suwandi, 2019), \"circulatory system\" (Irbidayanti & Kurt, 2019) are focused on, or relationships between concepts in a subject such as \"sunlight energy, photosynthesis, respiration, producer, separator, oxygen, carbon dioxide, ATP, glucose\" (Çardak, 2009b) and the \"environment, species, habitat, population, ecosystem, food chain, biological diversity, global warming\" (ÖzataYücel & Özkan, 2015) are also focused on.  \n2. Research Problem  \nOne of the goals of biology education is to enable students to learn the concepts related to biology without memorizing them and to use these concepts and the relationships between them correctly when necessary. Since most of the biology concepts are within the scope of general biology courses, it is extremely important to determi","cbCaijjrVRm8JR1j","https://ap.wps.com/l/cbCaijjrVRm8JR1j","pdf",386367,14,"English","# Introduction\n# Research Problem\n# Materials and Methods\n## Research Design\n## Study Group","[{\"question\":\"What method was used to examine preservice teachers’ cognitive structures for biology concepts?\",\"answer\":\"The study used the Word Association Test (WAT) to identify connections among basic biology concepts in teachers’ cognitive networks.\"},{\"question\":\"How was the study group selected and how many participants were included?\",\"answer\":\"A total of 50 preservice teachers participated, selected with criterion sampling; having taken the General Biology course was the main criterion.\"},{\"question\":\"What did the cut-off points reveal about the conceptual network structure?\",\"answer\":\"At the third cut-off point, the conceptual network formed three disconnected islets, while the desired interconnected network appeared only when the cut-off point was extended beyond the last cut-off.\"}]","COGNITIVE STRUCTURE OF PRECERVICE PRIMARY SCHOOL TEACHERS FOR BASIC BIOLOGY CONCEPTS - research study | PDF",1792064783,35]