The cognitive structures of high school students regarding immunity before the Covid-19 pandemic
The cognitive structures of high school students
In this study, it was aimed to determine high school students’ cognitive structures regarding to the immunity, infection, allergy and autoimmunity. In this study, it was tried to reveal the cognitive structures of high school students on immunity, infection, allergy and autoimmunity just before Covid-19. The study was carried out with 77 students. The data collection tool was Words Association Test. The data collection tool was prepared separately for each stimulus word which were immunity, infection, allergy and autoimmunity. These stimulus words were chosen since these are the subthemes of Immune system in Turkish Secondary Biology Curriculum. Data analysis was performed for each stimulus word. The content analysis and coding of the data resulted in categorization of the data. Considering the categories, models of the students' cognitive structures were drawn. In addition, the correlation coefficient was calculated according to the similarity between the answers given to each stimulus word. As a result, in our study, it is seen that the basic concepts of immunity, infection, allergy and autoimmunity are not predominantly structured in the minds of the students. It is worrying that basic concepts such as antibodies, passive immunity, and T cells are very rare or absent in the study
Copyright (c) 2022 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.