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The aim of the current study is to investigate student biology teachers' cognitive structures related to "diffusion" through the free word-association test and the drawing-writing technique. As the research design of the study, the qualitative research method was applied. The data were collected from 44 student biology teachers. The free word-association test and the drawing-writing technique were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the student biology teachers. With the help of these categories, the cognitive structures of student biology teachers were explained. The data collected through the study were divided into 8 categories ("defining diffusion," "diffusion environments," "diffusion-forms of substance transfer," "places and structures where diffusion occurs," "substances in diffusion and their characteristics," "importance of diffusion in plants," "examples of diffusion" and "factors influencing diffusion speed"). The common and dominant category in both assessment instruments is "defining diffusion". On the other hand, it was determined that student biology teachers had alternative concepts related to diffusion. At the end of the article, comprehensive suggestions are presented on the subject.

The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected were subject to content analysis and divided into categories. According to the analyses conducted, while 6 categories were determined through the free word association test in biology student teachers' cognitive structures on the concept of microscope, in the drawing-writing technique, 5 categories were specified. Through both measurement tools, rich data were obtained, supporting, expanding on, and explaining one another. In this context, it was determined through both measurement tools that student teachers' cognitive structures focused on "microscope tools". Moreover, the data collected through these data collection instruments indicated that student teachers had alternative conceptions about the concept of microscope. Alternative conceptions were determined in almost all categories, which may be attributed to the fact that student teachers have naive experiences and/or the units that require the use of microscopes during the laboratory work included in biology curriculum which is provided in different teaching levels at university or pre-university education cannot be explored efficiently and appropriately.

The purpose of this study is to determine biology student teachers' cognitive structure with regard to "Blood". Qualitative research method has been used. The free word association test and the draw-write technique have been used in collection of data. The data obtained have been evaluated and divided into categories based on content analysis. According to the analysis results, in biology student teachers' conceptual structures with regard to blood, while nine categories have been determined for the free word association test, eight categories have been determined for the draw-write technique. Rich data supporting, dilating and explaining one another have been obtained through both measuring tools. In this context, it has been determined through two measuring tools that student teachers' cognitive structures are concentrated in the "blood cells" and blood "groups and determination of blood groups" categories. Furthermore, in the data collected through both measuring tools in the determined categories. It has been determined that student teachers have alternative concepts on blood concept.