Exploring Prospective Teachers’ Mental Models of Nephron Structure and Urine Formation through Drawing Analysis

The purpose of this study was to examine prospective biology teachers’ drawings of the structure of the nephron and the stages of urine formation to determine their conceptual knowledge and to identify misconceptions based on these drawings. This research was conducted using a case study, a qualitative research design. The study group consisted of 32 prospective teachers studying in the biology teaching program at a state university in Turkey. The prospective teachers’ drawings and semi-structured interviews were used as data collection tools. The drawings were evaluated using content analysis using a researcher-developed rubric. In this rubric, correct and complete drawings were scored separately with 2 points, incomplete and incorrect drawings with 1 point, and no drawing with 0 points. These drawings were reported using frequency and percentage distributions. Interview data was analyzed using content analysis. Based on the results obtained from both the drawings and the interviews, majority of prospective teachers knew the basic structures of the nephron, but they made errors in the detailed sections (collecting duct, vascular structures). While filtration in the urine formation process was partially explained correctly, there were serious misconceptions about the reabsorption and, especially, the secretion steps.