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Journals / International Online Journal of Primary Education / 2014 / Cilt: 3 Sayı: 2

FLOWERS OR FLOWERING PLANTS?: DETERMINING ALTERNATIVE FRAMEWORKS AND SOURCES OF THESE IN ELEMENTARY SCHOOL

Şirin İLKÖRÜCÜ-GÖÇMENÇELEBI
Pages
33–44
Publication Date
2014-12-31
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was determined that these alternative frameworks resulted more frequently from daily experiences and visual perceptions in real life, incorrect structuring of scientific knowledge given in the teaching environment and from cultural language.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to determine the alternative frameworks of elementary school 6th grade students (aged 12-13) regarding the flower organ (alternative frameworks) and sources of these alternative frameworks.
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Key Findings & Data:A total of 158 students from 3 public schools in the province of Bursa participated in the study.
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Conclusion & Impact:It was determined that these alternative frameworks resulted more frequently from daily experiences and visual perceptions in real life, incorrect structuring of scientific knowledge given in the teaching environment and from cultural language.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Science education · daily life · alternative frameworks

Abstract

This study aimed to determine the alternative frameworks of elementary school 6th grade students (aged 12-13) regarding the flower organ (alternative frameworks) and sources of these alternative frameworks. A total of 158 students from 3 public schools in the province of Bursa participated in the study. In this descriptive and qualitative study 3 open-ended questions were asked, a drawing was made and 7 plant illustrations were used. As a conclusion, it was observed from the students’ answers to the questions, the drawings and comments on the illustration that the most prominent alternative frameworks were those of using the flower, the reproductive organ of the plant, in place of the flowering plant, classifying it as a separate plant class and defining its reproductive function as helping reproduction, especially through its color and odor. It was determined that these alternative frameworks resulted more frequently from daily experiences and visual perceptions in real life, incorrect structuring of scientific knowledge given in the teaching environment and from cultural language.

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Cite This Article

İLKÖRÜCÜ-GÖÇMENÇELEBI, Ş. (2014). FLOWERS OR FLOWERING PLANTS?: DETERMINING ALTERNATIVE FRAMEWORKS AND SOURCES OF THESE IN ELEMENTARY SCHOOL. International Online Journal of Primary Education, Cilt: 3 Sayı: 2, 33–44. https://ajindex.com/articles/919948

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