Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Investigation of 6th Grade Student Misconceptions Originated from Didactic about the "Digestive System" Subject

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Investigation of 6th Grade Student Misconceptions Originated from Didactic about the "Digestive System" Subject

Article excerpt

Abstract

In this study, the misconceptions emerged as a result of instruction were examined from the viewpoint of the Didactic Transposition Theory. To this end, two randomly selected sample groups (n = 33 and n = 31) from the students of two nearby schools in downtown Balikesir were included in the study. It was observed that different knowledge references had been selected according to the targets of the schools and the instructors. As a result, the transpositions of the teachers affected the Instructed Knowledge. The differences in the Instructed Knowledge affected the Assimilated Knowledge of students. Therefore, different misconceptions were observed in each sampling group. In other words, the differences in teachers' transpositions were reflected to the Assimilated Knowledge and the misconceptions of students.

Key Words

Didactic Transposition, Digestion System, Misconception.

Misconceptions might be of didactic, linguistic, epistemological, ontogenic, or cultural origin. In this study, the misconceptions of didactic origin about digestion system were analyzed. In his work, Ozgur (2001, 2004a, b, c) compared pre-and-post instruction misconceptions of French and Turkish among 6th grade primary school students on "Respiratory System." It was observed that the students in both countries had similar misconceptions with other students in their respective countries before the instruction. However, it was found that there were significant differences in the findings on misconceptions of students from the two countries. The misconceptions of the French students on the topic were a homogenous distribution in all the schools. In other words, in French schools, there were not any significant differences in both quantities and qualities among the post instruction misconceptions. On the other hand, significant differences were found in post instruction misconceptions among the Turkish schools. For example, while a type misconception is dominant in school A, different kinds of misconceptions are coming forward in school B. In other words, misconceptions of students had a heterogeneous distribution. The reasons of this difference were not examined in Ozgur's works (2001, 2004a, b, c) and Ozgur and Darley's work (2002).

The findings of Ozgur's studies (2001, 2004a,b,c) and Ozgur and Darley's study (2002) revealed the inquiry of this research. How is it possible that students in the very same educational system have so different misconceptions after the instruction? Accordingly, it has been thought that this evident difference in misconceptions might be the result of different Didactic Transposition processes in primary schools of Turkey (Ozgur, 2004a, b, c).

The misconceptions have been explained with the Didactic Transposition Theory. Didactic Transposition is a theory in which the process of teaching and learning is examined together with and transposition it is accompanied by Chevallard and Johsua (1982) and Chevallard (1991). There are four main types of information the transition in this: Theory, Scientific Knowledge, Knowledge to be Instructed, Instructed Knowledge, and the Assimilated Knowledge.

In the Didactic Transposition Theory process, the first knowledge type is Scientific Knowledge. Knowledge obtained by scientific research and accepted and published by scientific community compose the Scientific Knowledge. The second knowledge is the Knowledge to be Instructed. While Chevallard is talking about this knowledge, he points the Education Programs and Teacher Books as references. All the information that is used in the classroom by teachers is the equivalent of Instructed Knowledge in the third step of the Didactic Transposition Theory. In this context, the process of the transformation of Instructed Knowledge is named as Teacher's Transposition. The last one is Assimilated Knowledge truthfulness or falseness of which is not proved, which is unpublished and only exists in the mind of student. …

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