The Science Topics Perceived Difficult by Pupils at Primary 6-8 Classes: Diagnosing the Problems and Remedy Suggestions.
Year: 2007
Type: article
Study design: Observational Study
Abstract: In this study it was aimed to i) diagnose the topics that are perceived as difficult at the level of 6-8 science classes and ii) find out the reasons behind of these difficulties as well as propose suggestions to remedy these difficulties. Eighteen science teachers and three hundred students attending different types of secondary schools participated in the study. In the study in which qualitative and quantitative methods were used 114 science topics were listed to diagnose the topics that are perceived as Participants were noted their ideas regarding the topics as easy, moderate and difficult. Topic difficulty index (TDI) was used to determine the level of difficulty. To find out the reasons behind the difficulties, five teachers and ten pupils who indicated the topics of the highest difficulties were interviewed. The results of the study showed that i) the topics that have the TDI value over % 25 are mostly related to physical processes and they are followed the topics about living organisms and life, matter and change, The World and the Universe, respectively, ii) there is not an exact overlap between the topics that are perceived as difficult both by teachers and the students, iii) there are several reasons (e.g., the level of abstractness of the concepts, overloading of the content, mathematical skill, language etc) behind the difficulties. The possible effects of these results on science education and their importance regarding learning, teaching, assessment as well as curriculum development are critically analyzed and some suggestions are made to remedy the difficulties. Key Words Science Education, Topic Difficulties, Topic Difficulty Index, Multi Level Thought. (ProQuest: ... denotes formula omitted.) The studies in science education have considerably risen in the last 30 years. Parallel to this, many innovations have been made in science education. Thus, many countries have tried to develop new science curricula in the light of these innovations. In Turkey, there have also been several attempts to develop science curricula in the years 1994, 2000 and 2004. In all these curriculum development studies there are some common aims and similarities as well as differences in terms teaching, learning and assessment. For instance, in the development process of 1994 and 2000 science curriculums, the behaviorist learning approach was taken into consideration. However, 2004 science and technology curriculum for primary 4-8 that have been developed on the base of constructivist learning approach are considerably different from the others. In this curriculum, the role of teachers and pupils in the classroom, the approach to the assessment and evaluation as well as to the teaching techniques have been radically changed. The main aim of the science and technology curriculum is to educate all pupils as scientifically and technologically literate. The science and technology literacy is a combination of several skills, attitudes and knowledge related to science and technology as well to the other scientific disciplines such as physics, chemistry and biology. As mentioned before, in spite of all these curriculum developments in science in all over the world there are many research studies that report concept difficulties and misconceptions in science topics in secondary and university levels. The following examples can be given for the topics of genetics (Johnstone & Mahmoud, 1980; Bahar, Johnstone & Hansell 1999; Knippels, Waarlo & Boersma, 2005), photosynthesis (Waheed & Lucas, 1992), hormonal regulationtransport of oxygen (Lazarowitz & Penso, 1992), Universe and space (Caillot, Chebbi & Allani, 2003), electromagnetic induction, impulse-momentum, electricity (Aycan & Yumuflak, 2003) etc. In Turkey, the national exam results for primary and secondary school students show that the correct response average for the questions related to science topics was low. …
Authors: Mehmet Bahar, Mahmut Polat
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2127647770