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Concepts are the essential elements of basic sciences. For meaningful learning, these concepts need to be expressed clearly and accurately. Before the teaching methods and techniques are used, the concepts' definitions, limitations, and exceptions should be explained. Therefore, the purpose of this research was to determine whether the definition of carbohydrates is made in the books or not and to determine what characteristics of carbohydrates are used by students and biology teachers to define carbohydrates. The concept of "carbohydrate" was chosen within the research scope. Case study research, one of the qualitative research methods, was used. A purposive sampling technique was used in sample selection. The participants included in the study were selected from pre-service science teachers, molecular biology and genetics students, and biology teachers working in various schools. Open-ended questions and books were used to collect data. To analyze the data, content analysis was used. In light of the data obtained from the books and students, it was determined whether the definition was adequately expressed. As a result of the research, it was concluded that the participants expressed generalizations while defining carbohydrates. When defining carbohydrates, the definitions stated with a maximum percentage were energy sources, the elements in its structure (C, H, and O), and the molecular formula (Cn(H2O)n). In addition, it was determined that the definition of carbohydrates in the textbooks is not made thoroughly and is expressed based on general characteristics. It can be said that general expressions rather than definitions can cause difficulties in learning concepts and establishing relationships between concepts. The explanations made with generalizations confuse classifying the properties that fit the definition or not.