<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mehmet   Yakışan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">OBSTACLES TO THE LEARNING OF SOME PLANT CONCEPTS: SEED FORMATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">learning obstacles</style></keyword><keyword><style  face="normal" font="default" size="100%">plant concept</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913725</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Some learning obstacles prevent students from learning and understanding many biology topics. This study aims to identify the learning obstacles that prevent students from learning concepts related to seeds and seed formation, and to determine the cognitive structures that are affected by these obstacles. Eighty-two students from universities participated in the study. Students were asked to explain how multiple seeds in different fruits are formed by drawing. Students stated that the formation of multiple seeds was related to mitosis and meiosis occurring in different structures, and cells within the ovary, the number of ovaries, the number and structure of pollen grains fertilising the egg, or the type of fruit. Analysis of the findings reveals several learning obstacles that prevent students from understanding the subject and answering related questions correctly. It was concluded that students were unaware that the ovule is a separate structure within the ovary, or their perception that the ovary always contains only a single ovule, prevented their learning of these topics. The primary cause of these didactic learning obstacles is the depiction of ovarian models in textbooks and teaching materials that present only a single ovule. It is recommended that the content of textbooks and teaching methods be reorganised with attention to these types of learning obstacles, as they form the basis of these. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">444-460</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mehmet   Yakışan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ALTERNATIVE CONCEPTIONS OF PRE-SERVICE TEACHERS CONCERNING THE STATUS OF ORGANELLES DURING CELL DIVISION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">alternative conceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">cell division</style></keyword><keyword><style  face="normal" font="default" size="100%">organelles</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811690.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study was to identify pre-service teachers' alternative conceptions concerning the status of organelles during cell division. A total of 212 pre-service teachers participated in the study. Data were collected by asking open-ended questions of all pre-service teachers, and semi-structured interviews were conducted with 12 participants. Data were analyzed by coding data segments within 11 categories. Categories were tabulated and interpreted by including sample data sections about the codes. 
 The results indicated that there were some students who explained that no organelle dissolved or disappeared and no change occurred in any organelles during cell division besides pre-service teachers who said that all organelles dissolved and disappeared during cell division. In addition, a few pre-service teachers thought that while some organelles dissolved and disappeared, others did not. It was understood that those pre-service teachers were confused about which structures and organelles disappeared and which ones continued their existence, and they had various alternative conceptions. Moreover, pre-service teachers had alternative conceptions regarding the status of organelles particularly about structures such as chromosome, centrosome, DNA, and RNA. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">813-828</style></section></record></records></xml>