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THE
KNOWLEDGE AND MISCONCEPTION OF SOME BASIC SCIENCE CONCEPT BY JUNIOR SECONDARY
SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Misconceptions
are not only to be observed in today’s children or studentseven scientists and
philosophers developed and lived with many misconceptions in the past.
Historical concepts and their changes are very interesting because similar
ideas can help our students today: just like early scientists did they develop
their own concepts by similar observations e.g., in regard to combustion. Ideas
that are developed without having any prior knowledge of the subject are not
necessarily wrong but can be described as alternative, original or preconcepts
[1]. Every science teacher should know these preconcepts for his or her lessons
– this is why many empirical researchers are working all over the world.
Increasingly however, researchers are also finding chemical misconceptions in
advanced courses. Because they cannot be only attributed to the students but
mainly caused by inappropriate teaching methods and materials, they can be
called school-made misconceptions. They are clearly different from preconcepts
that tend to be unavoidable. Inappropriate teaching methods can be stopped by
keeping teachers up-to-date in their subject through advanced education. Over
the years, the problem of conceptual and cognition of the processes in the life
sciences has been the focus of research (Mintzes, Tombridge, Arnandin and
Wandersee 1991, Songer, 1993) in Minztese&Novoak (1994). One of the major
issues explored in these evolving research programme was students’ alternative
conceptions in natural phenomena, and that of understanding the conceptual
change (Wandersee, Minztes and Novoak, 1994). It was discovered that students
come to class with a lot of naïve and prefixed, ideas about certain natural
phenomena and construct knowledge individually using these ideas which may be
resistant to change and which may lead to error and misconception. An error is
operationally taken to represent a mismatch of student’s performance with the
correct model. An Error as defined by the chambers dictionary is a blunder or
mistake. Some scholars defined error in relation to performance and knowledge.
An error is an observable event or performance which in a way judged to be
significant, differs from an expected ideal, (correct) model of
performance.(Sanders & Crammer, 1992). A number of Nigerian science
educators has investigated secondary school students’ error in mathematics
(Isineyi, (1991), Akusoba, Okafor& Nwokolo,2003) discovered that secondary
school students develop error in solving in-equalities. Ivowi,(1983) discovered
that physics students develop error in certain physics concepts. Soyibo,(1985,1992)
discovered preservices teachers errors in certain biological diagrams. Some
non-Nigerian science educators also worked on error and discovered that even
teachers have error in the subject they teach. In their work with South African
pupils, Sandars and Crammer (1993), discovered that teachers may propagate
erroneous ideas about respiration to their students through dishing out
inaccurate information, as well as not using the available texts critically. It
is pertinent to note recently that no work has been done on the influence of
teachers’ error on students understanding of a concept, such as respiration.
However these researchers choose to focus on respiration as respiration has
been identified by many researchers as a difficult concept that is poorly understood
by students’.(Soyibo, (1985) Igelstud, (1988). The WAEC chief examiner’s
report.(1995 – 2000) showed consistency in students’ poor performance in
respiration. Respiration can be defined as a process by which food substances
in the body are oxidized to release energy. It is an important biochemical
process the understanding of which is critical to a meaningful appreciation of
life at organism and community levels of biological organization. Understanding
the events in cellular respiration is critical to an understanding of several
of the conceptual understanding of topics in the biology discipline, including
energy flow in the Ecosystem and metabolic activities of multicellular
organisms. When students have difficulty in understanding a particular science
concept, they develop erroneous views, which may impede the understanding of
related concepts in order areas of subject matter. The identification of error
is an important and obvious stage in remediation of students’ misconceptions
and error. Driver and Easely,(1978) in Okoli, (2003) opined that not until the
reasons for students misconceptions are understood will progress be made in
instructional terms. It is these possibilities that have informed the need to
identify errors held by secondary school students about respiration and the
possible influence of teachers in the development of these errors. The purpose
of this study therefore is to identify the conceptual errors about respiration
held by biology students and their teachers, and to determine the extent or the
influence which teachers’ errors have on students in understanding of the
concept respiration. The process whereby conceptual change occurs is of central
interest in helping us to understand the process of learning, and is also of
considerable importance when considering the design of instruction. Since the
incompatibility between some common-sense understandings of the world and
accepted scientific explanations is inevitable, it is necessary that
instructors be able to affect whatever changes are necessary for comprehension
of the scientific explanations to develop.
1.2 STATEMENT OF PROBLEM
Teachers can
be astonished to learn that despite their best efforts, students do not grasp
fundamental ideas covered in class. Even some of the best students give the
right answers but are only using correctly memorized words. When questioned
more closely, these students reveal their failure to understand fully the
underlying concepts. Students are often able to use algorithms to solve
numerical problems without completely understanding the underlying scientific
concept. Mazur (1996) reports that students in his physics class had memorized
equations and problem solving skills, but performed poorly on tests of
conceptual understanding.it is in view of this that the researcher intend to
investigate the effect of misconception of some basic science concept by junior
secondary school student
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is to ascertain the knowledge and misconception of some
basic science concept by junior secondary school student. However, for the
successful completion of the study, the researcher intends to achieve the
following sub-objective;
i) To ascertain the effect of basic
knowledge of science among junior secondary school student before learning of
science
ii) To evaluate the effect of
misconception of science on the learning culture of the student
iii) To ascertain the relationship between
basic knowledge of science and misconception of some basic science concept in
the teaching and learning of science in junior secondary schools.
iv) To proffer solution to the identified
problems
1.4 RESEARCH HYPOTHESES
For the
successful completion of the study, the following research hypotheses were
formulated by the researcher
H0: basic
knowledge of science has no effect on the teaching of science in junior
secondary schools
H1:
misconception of science has no significant impact on the learning culture of
science among junior secondary school students
H0:
misconception of science has no significant impact in the learning culture of
science among junior secondary school student
H2:
misconception of science has a significant impact in the learning culture of
science among junior secondary school student
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study the findings will be of great
importance to the teachers of sciences in junior secondary school as the study
seek to make right and correct the misconception of sciences in junior
secondary schools, the study will also be of benefit to the management of
secondary schools to organized a pre-science tutorial, workshops and seminar to
enlighten the student and prepare their minds for the teaching and learning of
sciences, so as to correct some of the misconceptions The study will also be of
importance to researcher who intends to carry out study in similar topic as the
study will serve as a reference point. Finally the study will be of
significance to academia, student, teachers, lecturers and the general public
as the findings will also contribute to the pool of knowledge.
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
the study covers the knowledge and misconception of some basic science concept
by junior secondary school student. But in the course of the study, there were
some constrain which limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The
research material available to the
researcher is insufficient, thereby limiting the study.
b) TIME: The time frame allocated to the
study does not enhance wider
coverage as the researcher has to combine other academic activities and examinations with the study.
c) FINANCE: The finance available for the
research work does not allow for
wider coverage as resources are very limited as the researcher has other academic bills to
cover.
1.7
DEFINITION OF TERMS
Knowledge
Knowledge
can refer to a theoretical or practical understanding of a subject. It can be
implicit or explicit; it can be more or less formal or systematic. In
philosophy, the study of knowledge is called epistemology; the philosopher
Plato famously defined knowledge as "justified true belief", though
this definition is now thought by some analytic philosophersto be problematic
because of the Gettier problems while others defend the platonic definition.
Misconception
A view or
opinion that is incorrect because based on faulty thinking or understanding
Basic
science
Definition
of basic scienceany one of the sciences (such as anatomy, physiology,
bacteriology, pathology, or biochemistry) fundamental to the study of medicine.
1.8 ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview,
of the study), statement of problem, objectives of the study, research
question, significance or the study, research methodology, definition of terms
and historical background of the study. Chapter two highlight the theoretical
framework on which the study its based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the
study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five
gives summary, conclusion, and recommendations made of the study.
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