scholarly journals Secondary School Students’ Cognitive Structure and Misconception in Respiration Topic

2020 ◽  
Vol 8 (3) ◽  
pp. 1272-1284
Author(s):  
Noraini Mahror ◽  
Siti Nur Diyana Mahmud
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Word Association ◽  
Cognitive Structure ◽  
Anaerobic Respiration ◽  
Cognitive Structures ◽  
School Students ◽  
Word Association Test ◽  
The Given ◽  
Breathing Mechanism

Purpose of the study: This study aims to explore the cognitive structures and identify the misconceptions experienced by secondary school students in the respiration topic. Methodology: This study is a qualitative study. The instruments used for data collection were the Word Association Test (WAT) and the Questionnaire of Writing Sentence (QWS). The data obtained were in word form. The breakpoint technique was used to analyze the data for WAT while the data for QWS were analyzed by category. Purposive sampling was applied in this study. A total of 23 forms four students comprising 12 boys and 11 girls participated in this study. Main Findings: The result showed that the students’ cognitive structures in the respiration topic were incomplete. The students were unable to form a comprehensive relationship for the given keywords, and there were also weak or incorrect associations. The misconceptions that had been identified are largely related to the keywords about cell respiration, anaerobic respiration, and breathing mechanism. Applications of this study: This study provides insights into the students’ cognitive structures and misconceptions about respiration. Thus, it will be useful for teachers in planning their teaching strategies so that they can improve the students’ cognitive structures as well as avoid misconceptions. Novelty: Most of the previous studies only focused on the identification of misconceptions without further investigation into the students’ cognitive structures, especially on the respiration topic. Thus, this study investigates the cognitive structures and misconceptions specifically among secondary school students who have learned respiration in biology.

scholarly journals Secondary School Students’ Initial and Changes in Cognitive Structures of Argument and Related Concepts

2020 ◽  
Vol 6 (2) ◽  
pp. 231
Author(s):  
Hasene Esra Yildirir
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Word Association ◽  
Teaching Science ◽  
Cognitive Structures ◽  
School Students ◽  
Word Association Test ◽  
Design Students ◽  
The Right ◽  
Oriented Approach

The purpose of this study was to determine the state of secondary school students’ cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest–posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students’ cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related concepts indicated changes in the right way.

scholarly journals Investigation of secondary school students’ cognitive structure about the concept of atom through the drawing techniqueOrtaokul öğrencilerinin atom kavramına ilişikin bilişsel yapılarının çizim tekniği ile incelenmesi

2018 ◽  
Vol 15 (2) ◽  
pp. 984
Author(s):  
Özlem Eryılmaz Muştu ◽  
Sare Ucer
Keyword(s):  
Secondary School ◽  
Full Text ◽  
Secondary School Students ◽  
Cognitive Structure ◽  
English Summary ◽  
The Internet ◽  
School Students ◽  
School Year ◽  
8Th Grade ◽  
Drawing Technique

In the current study, the purpose is to determine the secondary school students’ cognitive structure related to the concept of atom by using the drawing technique. The study was conducted with the participation of 90 5th, 6th, 7th and 8th grade students in 2016-2017 school year. The students were asked two open-ended questions to illustrate the concept of atom in their minds and to explain where they have learned the information expressed in their drawings about the atom so that the atom models in their minds could be elicited. The students’ responses to these questions were categorized by means of qualitative analysis and frequencies were calculated for them. At the end of the study, it was determined whether the atom models drawn by the students are false or acceptable. It was seen that the students rarely illustrated nucleus and electrons in their drawings and they usually drew spheres. Moreover, the students stated that they learned this information mostly from different textbooks or the Internet. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetÇocuklar, etraflarında olan olaylara karşı aşırı meraklıdırlar ve kavramlara kendileri kişisel anlamlar yüklemektedir. Öğrencilerin kavramları anlayabilmeleri için kavramların zihinlerine doğru bir şekilde kodlanması gerekmektedir. Bu çalışmada; ortaokul öğrencilerinin atom kavramı ile ilgili bilişsel yapılarının çizim tekniği ile belirlemesi amaçlanmıştır. 2016-2017 eğitim öğretim yılı bahar döneminde gerçekleştirilen çalışma; 5., 6., 7. ve 8. sınıflarında  öğrenim görmekte olan toplam 90 ortaokul öğrencisiyle gerçekleştirilmiştir. Çalışmada öğrencilerin zihinlerindeki atom modellerini belirlemek amacıyla atom kavramı ile ilgili bir çizim yapmaları ve bu çizdikleri şekle ait bilgiyi nereden öğrendiklerini ifade edebilmeleri için iki adet açık uçlu soru sorulmuştur. Öğrencilerin verdikleri cevaplar nitel analiz yöntemiyle kategorilere ayrılmış ve frekans değerleri elde edilmiştir. Araştırma sonucunda öğrencilerin çizdikleri atom modellerinin yanlış veya kabul edilebilir seviye olduğu belirlenmiştir. Öğrencilerin çizimlerinde nadiren çekirdek ve elektronlara yer verdiği genellikle küre şeklinde çizim yaptıkları görülmektedir. Ayrıca öğrencilerin bu bilgilere genellikle farklı ders kitaplarından veya internetten öğrendiklerini ifade ettikleri tespit edilmiştir.

scholarly journals Determination of secondary school students' ability of making transitions between representations related to the

2015 ◽  
Vol 5 (5) ◽  
pp. 607-624
Author(s):  
Ebru Ezberci ◽  
Mehmet Altan Kurnaz ◽  
Nezihe Gökçen Bayri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Measurement Tool ◽  
School Students ◽  
Graphic Representations ◽  
Working Groups ◽  
The Given ◽  
Academic Year

The aim of this study was to reveal secondary school students' ability of making transitions between text, picture, table and graphic representations related to the electricity. The research is a case study of the qualitative research methods. The working groups of the study were totally 100 students, including 50 from each of 6th, 7th and 8th students, studying at a secondary school in the 2012-2013 academic year. To determine the students' status of transitions in representations, a measurement tool relating to the subject of electricity was developed by researches. The measurement consists open-ended questions which questioned transitions representations (text, images, tables and graphics) with each other. Document analysis method was used in data analysis. In this context, determining specific criteria, established codes in accordance with the given answers by the students and the questions was evaluated in certain dimensions. Consequently, students were found to be inadequate to present transitions in representations in electricity. When the results are evaluated, it was suggested that during the teaching of electricity topic, teaching practices to draw attention to transition between different representations and in measurement-assessment processes, the questions reflecting the transition between different representations should be given; regulation the assessment questions in textbooks in this direction is recommended.

scholarly journals Determining Levels of 8th Grade Students of Secondary School to Understand Cognitive Structures and Concepts Concerning Concepts of Fundamental Citizenship

2018 ◽  
Vol 6 (11) ◽  
pp. 156
Author(s):  
Gökçe Kılıçoğlu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conceptual Knowledge ◽  
Word Association ◽  
Scientific Information ◽  
Association Test ◽  
Cognitive Structures ◽  
Word Association Test ◽  
8Th Grade

Purpose of this study is to determine cognitive structures, conceptual knowledge and misconceptions of the 8th grade students concerning concepts of citizenship through a word association test. In direction of this purpose, a word association test consisting of democracy, sovereignty, independency, freedom, right and responsibility concepts have been applied to 175 8th grade students who studied at 3 secondary schools in Trabzon province during 2017-2018 school years. Conceptual networks have been formed in direction of responses of the students to these concepts, and cognitive structures of the students have been demonstrated. It has been concluded as a result of the study that students associate concept of democracy mostly with equality, right, justice concepts. They associate concept of sovereignty with freedom, nation, independence concepts and concept of independency with freedom, flag and liberty concepts. They also associate concept of freedom with independency, justice, liberty concepts and concept of right with freedom, nation and sovereignty concepts. They associate again concept of responsibility with task, duty and work concepts. It has been determined as a result of the study that a good part of the students can make sentences involving scientific information about freedom, independency and responsibility concepts and they have no misconceptions about these concepts. It has been determined that a limited number of students have misconceptions about the concept of right. As for one of the important results of the study, most of the students have misconceptions about the concept of sovereignty.

scholarly journals Investigation of Physics Teacher Candidates’ Cognitive Structures about “Electric Field”: A Free Word Association Test Study

2017 ◽  
Vol 5 (11) ◽  
pp. 146
Author(s):  
Ercan Türkkan
Keyword(s):  
Electric Field ◽  
Teacher Candidates ◽  
Word Association ◽  
Cognitive Structure ◽  
Association Test ◽  
Cognitive Structures ◽  
Physics Teacher ◽  
Word Association Test ◽  
Test Study ◽  
Free Word

The aim of this study is to investigate the cognitive structures of physics teacher candidates about “electric field”. Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at Education Faculty of a university in Anatolia. The stimulus word, “electric field” has been presented to teacher candidates through Free Word Association Test (FWAT). The totally 43 responses obtained from FWAT were presented as frequency tables. The responses were divided into 13 categories by the - content analysis. A concept network which reveals cognitive structure of physics teacher candidates about “electric field” was created considering frequencies and categories. According to results of the study, the highest frequency values related with "electric field" which stimulus of physics teacher candidates were power, charge, vector/vectoral quantity, current, magnet, etc. and the categories with the highest frequency of response words were figured out as electrical force, electric charge, magnetic field and magnitude of electric field, etc.

scholarly journals UNDERSTANDING SAMPLING BY CHILEAN SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 20 (2) ◽  
pp. 11
Author(s):  
KAREN RUIZ REYES ◽  
JOSÉ MIGUEL CONTRERAS GARCÍA
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Methods ◽  
Sample Selection ◽  
Qualitative Description ◽  
School Students ◽  
Problem Situations ◽  
Educación Primaria ◽  
The Given

In statistical inference, importance of sampling is recognized as one of its key concepts, which has allowed its incorporation internationally in different curricular guidelines and specifically in the Chilean curriculum, since the first notions of sampling are introduced in 7th Grade. This paper presents an analysis of the responses to an open-ended written questionnaire, designed to evaluate understanding of sampling, that was applied to a sample of 1,241 Chilean secondary students of 8th, 10th and 12th Grades in six different secondary schools. A mixed methodology was used, with qualitative description of responses and a quantitative analysis of their frequencies. The results reflect outstanding difficulties in the use of elements related to sampling and its properties in different problem situations. For example, students can distinguish the concept of sample in contexts close to their experiences; but when faced with different sampling methods, they are not able to identify biases associated to sample selection. Thus, when deciding if a sample is representative, they mostly identify cases in which the given sample is not. Abstract: Spanish En inferencia estadística se reconoce la importancia del muestreo como uno de sus conceptos clave, lo que ha permitido su incorporación a nivel internacional en diferentes lineamientos curriculares y específicamente en el currículo chileno, dado que las primeras nociones de muestreo se introducen en el séptimo año de educación primaria. En este trabajo se presenta el análisis de las respuestas a un cuestionario de respuesta abierta, diseñado para evaluar la comprensión del muestreo, que fue aplicado a una muestra de 1241 estudiantes de secundaria chilenos, de octavo año de primaria, segundo año de secundaria y cuarto año de secundaria, en seis centros educativos. Se empleó una metodología mixta, con una descripción cualitativa de las respuestas y un análisis cuantitativo de sus frecuencias. Los resultados reflejan dificultades destacables en la utilización de los elementos relacionados al muestreo y sus propiedades en las diferentes situaciones problema planteadas. Por ejemplo, los estudiantes distinguen el concepto de muestra en contextos cercanos a sus experiencias; pero cuando se enfrentan a diferentes métodos de muestreo, no son capaces de identificar los sesgos asociados a la selección de muestras. Así, al momento de decidir si una muestra es representativa, identifican sobre todo los casos en que la muestra dada no lo es.

Sign in / Sign up

Export Citation Format

Share Document