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\nZeynep Güler1, Burcu Güngör Cabbar2*, Sami Özgür2  \n1Balikesir Altieylül Science and Art Centre, Balikesir, Turkey  \n2Mathematics and Science Education Department, Necatibey Faculty of Education, Balikesir University, Balikesir, Turkey  \n*[Corresponding author:](Corresponding author: burcu.cabbar@balikesir.edu.tr)[ ](Corresponding author: burcu.cabbar@balikesir.edu.tr)[burcu.cabbar@balikesir.edu.tr](Corresponding author: burcu.cabbar@balikesir.edu.tr)  \nABSTRACT This study aims to determine those topics and concepts that biology and science teacher candidates find most challenging to learn in biology lessons. A qualitative case study research method was used to this end. A total of 132 science and biology teacher candidates studying at a state university were asked to write down the ten subjects or concepts they found difficult to learn in biology and the order in which these came to mind. As a result of the content analysis of the collected data, a novel concept map was created using the Processing 3.3.4 software. According to this map, the subjects that teacher candidates found most challenging to learn in biology are circulatory, genetics, respiratory, and energy. Comparably, those subjects they found least challenging to learn were Basic components of living things, Support and movement systems, and Evolution. The results of the novel mind map can help researchers conduct studies on subjects that are difficult to learn in biology. The results of the novel mind map produced by this study will help future research on subjects that are difficult to learn in the field of biology.  \nKeywords: Biology concepts, Novel mind map, Pre-service teachers  \n1. INTRODUCTION  \nHumans interact with many living and non-living entities in their environment. It is essential for education in biology to be in harmony with the environment that humans live in, to be able to understand nature, to recognize living beings and embrace the whole environment, and to be related to the health of human life (Güneş & Güneş, 2005) . The developments in science and technology have also affected the field of biology and have shown the necessity of making changes in biology education (İpek et al., 2021). The goal of biology education is to reach the necessary knowledge, skills, and behaviorsin the field of biology with scientific thinking and research methods (Ari & Arslan, 2019) . A biology curriculum is a written document that answers the questions of \"why, what, how, and how much\" to be taught to learners regarding the knowledge, subjects, and concepts in the field of biology (İpek et al., 2021) . When biology curricula are examined, many abstract concepts, events, and subjects tobe learned by the students are included (Çimer, 2011). Upto-date curricula covering current biology knowledge, technological developments, and new methods are needed to educate individuals with a biological perspective, who are literate in biology (Ari & Arslan, 2019; Özcan et al.,  \n2014) . The biology achievements included in the science subject in primary education are taught within the scope of biology from the 9th grade to the 12th grade, separating the science subjects into fields in secondary education.  \nStudies in the field reveal that students face difficulties in biology lessons due to various reasons (Bahar, 2002; Güneş & Güneş, 2005; Özatlı, 2006; Çimer, 2011; Özcan et al., 2014; Fauzi & Mitalistiani, 2018; Fauzi & Fariantika, 2018; Koç & Sönmez, 2018; Wai & Khine, 2020; Özarslan, 2021) . According to these studies, those subjects that primary and secondary school students find most difficult in the field of biology are as follows: animal and plant tissues; regulatory and control systems, life events and ATP energy, genetics, division, human body, the classification of living things, and evolution (Bahar, 2002; Güneş & Güneş, 2005; Özatlı, 2006; Çimer, 2011; Özcan, et al.,","cbCaiup8GXPIcAty","https://ap.wps.com/l/cbCaiup8GXPIcAty","pdf",509672,"English","# Abstract\n# 1. Introduction\n## Biology education and curriculum needs\n## Students’ difficulties in learning biology\n## Teacher candidates’ most difficult biology topics\n# Received, Revised, Published","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To determine which biology and science teacher candidates find most challenging to learn in biology lessons and the order in which these topics come to mind.\"},{\"question\":\"How was the novel mind map/concept map created?\",\"answer\":\"Teacher candidates listed ten difficult biology subjects or concepts, and content analysis was used to construct a novel concept map with the Processing 3.3.4 software.\"},{\"question\":\"Which biology topics were found most and least challenging?\",\"answer\":\"Most challenging were circulatory, genetics, respiratory, and energy, while least challenging were basic components of living things, support and movement systems, and evolution.\"}]","Constructing a Novel Mind Map to Identify Difficult Topics in Biology Using Processing Software | PDF",1792064917,23]