Exploring upper primary level Turkish pupils' understanding of nutrition and digestion
Başlık çevirisi mevcut değil.
- Tez No: 400115
- Danışmanlar: DR. DAVİD SHİPSTONE, DR. GORDON JOYES
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2001
- Dil: İngilizce
- Üniversite: The University of Nottingham
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 347
Özet
Özet yok.
Özet (Çeviri)
In the last two decades the alternative conceptions that children have developed as a result of encounters with phenomena and events in everyday life have been identified as important factors which cause them to complete science courses without a sound understanding of science. Despite the abundance of studies in developed countries, there are still some quite surprisingly basic areas, such as digestion and nutrition, in which only a very limited number of studies have explored children's alternative conceptions. Although there have been a few studies of this nature in Turkey at the secondary level, it is still difficult to find any references to studies at the primary level.This study explores the knowledge and understanding of digestion and nutrition amongst Turkish children in grades 4 and 5 (ages 10 -11). The nutrition and digestion topic is regularly taught in grade 5 in Turkish primary schools. Data collection was carried out through the use of an open-ended questionnaire administered to pupils in (283) Turkish primary schools. Follow-up interviews were conducted with 30 pupils in grade 4 and 72 pupils in grade 5.Both qualitative and quantitative methods were used in this research. The qualitative study attempted to describe the main features of children's knowledge and understanding before instruction at grade 4 and after instruction at grade 5. Quantitatively, the study attempted to determine the incidence of particular ideas or concepts and the significance of any changes between grades.The study has contributed to a deeper understanding of children's thinking in relation to digestion and nutrition. The most significant finding was the children's conception of the digestion process as 'melting of foods' rather than 'breaking foods down'. Some other children considered digestion to be a filtering process which is performed by the stomach in order to separate the useful and waste parts of food. For some children, energy is found in foods we eat. Some considered that adults do not need proteins since they perceived the adult body as complete in terms of development. For these pupils adults already have all the proteins they need in their bodies.The results have highlighted some problems:(a) Even after formal instruction, children's level of understanding of all concepts was very low;(b) Social influences and everyday language had had an important impact on children's learning;(c) Children's ideas about these phenomena evidently persist despite teaching;(d) There is little evidence that children are using consistent and coherent theories, rather that their thinking changes with the context;(e) Some children' alternative conceptions are formed as a result of their misinterpretation of metaphors.The study has implications for the teaching of nutrition and digestion, the design of textbooks, curriculum development and teacher education.
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