Identification of the Students’ Misconceptions about the Digestive System
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Apr 28, 2024
Abstract
The aim of this study is to determine the students’ misconceptions about the digestive system. In this quantitative research, the study group comprised totally 259 sixth-, seventh-, and eighth-grade students. The data were collected through a three-tier diagnostic test and analyzed in terms of scientific knowledge, the lucky guess, lack of knowledge, and misconception levels of students on digestive system. According to the findings, 20.1% of the students’ answers were in the scientific knowledge category and 9.1% were in the lucky guess category. On the other hand, 39.7% of the answers were in the lack of knowledge category and 26.0% were in the misconception category. The most prominent findings in the study were the students’ misconceptions in a few questions, especially about physical and chemical digestion. In addition, some students did not fully understand the distinction between the excretory and digestive organs and the functions of some accessory. They also gave incorrect answers about the organs where the digestion of proteins, carbohydrates and fats begins and ends. At the end of the study, suggestions were made to eliminate the misconceptions.
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Keywords
A Three-Tier Test, Digestive System, Misconception
References
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Ahi, B. (2017). Thinking about digestive system in early childhood: A comparative study about biological knowledge. Cogent Education, 4(1):1278650. DOI: https://doi.org/10.1080/2331186X.2017.1278650
Al khawaldeh, S. A., & Al Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19:115-125. DOI: https://doi.org/10.1007/s10956-009-9185-z
Al khawaldeh, S. A. (2013) Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students’ understanding of genetics. Research in Science & Technological Education, 31(2):168-183. DOI: https://doi.org/10.1080/02635143.2013.811576
Andariana, A., Zubaidah, S., Mahanal, S., & Suarsini, E. (2020). Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test. Journal for the Education of Gifted Young Scientists, 8(3):1071-1085. DOI: https://doi.org/10.17478/jegys.752438
Andersson, J., Löfgren, R., & Tibell, L.A.E. (2020) What’s in the body? Children’s annotated drawings. Journal of Biological Education, 54(2):176-190. DOI: https://doi.org/10.1080/00219266.2019.1569082
Bekkink, M. O., Donders, R., Kooloos, J. G., Wall, R. M., & Ruiter, D. J. (2016). Uncovering students’ misconceptions by assessment of their written questions. BMC Medical Education, 16:221. DOI: https://doi.org/10.1186/s12909-016-0739-5
Bozdağ, H. C. (2017). Determining the misconceptions of students on digestive system by using 3-tier conceptual measuring tool. Bartin University Journal of Faculty of Education, 6(3):878-901. DOI: https://doi.org/10.14686/buefad.308999
Bryman A., & Cramer D. (2001). Quantitative Data Analysis with SPSS Releases on for Windows. Philadelphia: Routledge.
Cakici, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27(1):79-100. DOI: https://doi.org/10.1080/0950069032000052036
Carvalho, G. S., Silva, R., & Clément, P. (2003). Epistemological and didactical learning obstacles identified in Portuguese primary school pupils (Synopsis), Research and the Quality of Science Education. ESERA, Noordwijkerhout, CD.
Cerrah Özsevgeç, L., Artun, H., & Ünal, M. (2012). The effects of the Swedish knife model on students’ understanding of the digestive system. Asia-Pacific Forum on Science Learning and Teaching, 13(2):1-21.
Crocker, L., & Algina, J. (2008). Introduction to Classical and Modern Test Theory. Cengage Learning Pub.
Çuçin, A., Özgür, S., & Güngör Cabbar, B. (2020). Comparison of misconceptions about human digestive system of Turkish, Albanian and Bosnian 12th grade high school students. World Journal of Education, 10(3):148-159. DOI: https://doi.org/10.5430/wje.v10n3p148
Dry, H. A. (1998). Student misconceptions in science: The human digestive system. Ph.D. diss., State University of New York, USA.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. Available at: http://psychclassics.yorku.ca/Ebbinghaus/memory6.htm on July 8, 2022.
Gilbert, J. K. (1977). The study of student misunderstandings in the physical sciences. Research in Science Education, 7(1):165-171.
Global Cancer Observatory (2023, Dec 22). International Agency for Research on Cancer, WHO. Available at: https://gco.iarc.fr/
Güngör, B., & Özgür, S. (2009). The causes of the fifth-grade student’s misconceptions originated from didactic about digestive system. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2):149-177.
Harahap, F., Darussyamsu, R., Yuniarti, E., & Ristiono, R. (2019). Identification of misconceptions on material of food digestive system in humans using two tier multiple choice diagnostic tests at SMPN 15 Padang. Atrium Pendidikan Biologi, 4(1):84-94. DOI: https://doi.org/10.24036/apb.v4i1.4939.g2813
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2014). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4):631–648. DOI: https://doi.org/10.1080/13504622.2014.891004
McMillan, J. H. & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th Ed.). Pearson.
Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93:1514-1520. DOI: https://doi.org/10.1021/acs.jchemed.6b00261
Nahum, T. L., Mamlok‐Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2):179-207. DOI: https://doi.org/10.1080/03057267.2010.504548
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate prepositional hierarchies leading to empowerment of learners. Science Education, 86:548-571. DOI: https://doi.org/10.1002/sce.10032
Nuñez, F., & Banet, E. (1997). Students’ conceptual patterns of human nutrition. International Journal of Science Education, 19:509-526. DOI: https://doi.org/10.1080/0950069970190502
Özkan, F. (2017). Determination of misconceptions by developing the two-stage multiple-choice test for 7th grade digestive system. Master thesis, Erciyes University, Kayseri.
Pascua, L., & Chang, C. H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study. Evaluation and Program Planning, 52:70-77. DOI: https://doi.org/10.1016/j.evalprogplan.2015.04.001
Reiss, M.J., Tunnicliffe, S.D., Anderson, A.M., Bartoszeck, A., Carvalho, G.S., et al. (2002) An international study of young peoples’ drawings of what is inside themselves. Journal of Biological Education, 36(2):58-63. DOI: https://doi.org/10.1080/00219266.2002.9655802
Sengupta, S. (2019). Why you shouldn’t drink water immediately after meals. Available at: https://food.ndtv.com/food-drinks/why-you-shouldnt-drink-water-immediately-after-meals-1672124 on July 8, 2022.
Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., et al. (2021) Cell Biology Diagnostic Test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 55(1):82-105. DOI: https://doi.org/10.1080/00219266.2019.1643765
Taban, T., & Kiray, S. S. (2021). Determination of science teacher candidates’ misconceptions on liquid pressure with four‑tier diagnostic test. International Journal of Science and Mathematics Education, 20:1791-1811. DOI: https://doi.org/10.1007/s10763-021-10224-8
Tapia, R. R., Delgado-Iglesias, J., & Fernández, I. (2019). Learning difficulties, alternative conceptions and misconceptions of student teachers about respiratory physiology. International Journal of Science Education, 41(18):2602-2625. DOI: https://doi.org/10.1080/09500693.2019.1690177
Teixeira, F. M. (2000) What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. International Journal of Science Education, 22(5):507-520. DOI: https://doi.org/10.1080/095006900289750
Thibaut, J. P., Lafraire, J., & Foinant, D. (2020). A time for a meal? Children’s conceptions of short-term and long-term effects of foods. Cognitive Development, 55:100885. DOI: https://doi.org/10.1016/j.cogdev.2020.100885
Uğur, U.K. (2010). The determination of the high school student’s misconceptions related with the digestive system by two tier test. Master thesis, Selçuk University, Konya.
Ürey, M., & Çalık, M. (2008). Combining different conceptual change methods within the 5E model: a sample teaching design of ‘cell’ concept and its organelles. Asia-Pacific Forum on Science Learning and Teaching, 9(2):1-15.
Ahi, B. (2017). Thinking about digestive system in early childhood: A comparative study about biological knowledge. Cogent Education, 4(1):1278650. DOI: https://doi.org/10.1080/2331186X.2017.1278650
Al khawaldeh, S. A., & Al Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19:115-125. DOI: https://doi.org/10.1007/s10956-009-9185-z
Al khawaldeh, S. A. (2013) Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students’ understanding of genetics. Research in Science & Technological Education, 31(2):168-183. DOI: https://doi.org/10.1080/02635143.2013.811576
Andariana, A., Zubaidah, S., Mahanal, S., & Suarsini, E. (2020). Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test. Journal for the Education of Gifted Young Scientists, 8(3):1071-1085. DOI: https://doi.org/10.17478/jegys.752438
Andersson, J., Löfgren, R., & Tibell, L.A.E. (2020) What’s in the body? Children’s annotated drawings. Journal of Biological Education, 54(2):176-190. DOI: https://doi.org/10.1080/00219266.2019.1569082
Bekkink, M. O., Donders, R., Kooloos, J. G., Wall, R. M., & Ruiter, D. J. (2016). Uncovering students’ misconceptions by assessment of their written questions. BMC Medical Education, 16:221. DOI: https://doi.org/10.1186/s12909-016-0739-5
Bozdağ, H. C. (2017). Determining the misconceptions of students on digestive system by using 3-tier conceptual measuring tool. Bartin University Journal of Faculty of Education, 6(3):878-901. DOI: https://doi.org/10.14686/buefad.308999
Bryman A., & Cramer D. (2001). Quantitative Data Analysis with SPSS Releases on for Windows. Philadelphia: Routledge.
Cakici, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science Education, 27(1):79-100. DOI: https://doi.org/10.1080/0950069032000052036
Carvalho, G. S., Silva, R., & Clément, P. (2003). Epistemological and didactical learning obstacles identified in Portuguese primary school pupils (Synopsis), Research and the Quality of Science Education. ESERA, Noordwijkerhout, CD.
Cerrah Özsevgeç, L., Artun, H., & Ünal, M. (2012). The effects of the Swedish knife model on students’ understanding of the digestive system. Asia-Pacific Forum on Science Learning and Teaching, 13(2):1-21.
Crocker, L., & Algina, J. (2008). Introduction to Classical and Modern Test Theory. Cengage Learning Pub.
Çuçin, A., Özgür, S., & Güngör Cabbar, B. (2020). Comparison of misconceptions about human digestive system of Turkish, Albanian and Bosnian 12th grade high school students. World Journal of Education, 10(3):148-159. DOI: https://doi.org/10.5430/wje.v10n3p148
Dry, H. A. (1998). Student misconceptions in science: The human digestive system. Ph.D. diss., State University of New York, USA.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. Available at: http://psychclassics.yorku.ca/Ebbinghaus/memory6.htm on July 8, 2022.
Gilbert, J. K. (1977). The study of student misunderstandings in the physical sciences. Research in Science Education, 7(1):165-171.
Global Cancer Observatory (2023, Dec 22). International Agency for Research on Cancer, WHO. Available at: https://gco.iarc.fr/
Güngör, B., & Özgür, S. (2009). The causes of the fifth-grade student’s misconceptions originated from didactic about digestive system. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2):149-177.
Harahap, F., Darussyamsu, R., Yuniarti, E., & Ristiono, R. (2019). Identification of misconceptions on material of food digestive system in humans using two tier multiple choice diagnostic tests at SMPN 15 Padang. Atrium Pendidikan Biologi, 4(1):84-94. DOI: https://doi.org/10.24036/apb.v4i1.4939.g2813
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2014). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4):631–648. DOI: https://doi.org/10.1080/13504622.2014.891004
McMillan, J. H. & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th Ed.). Pearson.
Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93:1514-1520. DOI: https://doi.org/10.1021/acs.jchemed.6b00261
Nahum, T. L., Mamlok‐Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2):179-207. DOI: https://doi.org/10.1080/03057267.2010.504548
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate prepositional hierarchies leading to empowerment of learners. Science Education, 86:548-571. DOI: https://doi.org/10.1002/sce.10032
Nuñez, F., & Banet, E. (1997). Students’ conceptual patterns of human nutrition. International Journal of Science Education, 19:509-526. DOI: https://doi.org/10.1080/0950069970190502
Özkan, F. (2017). Determination of misconceptions by developing the two-stage multiple-choice test for 7th grade digestive system. Master thesis, Erciyes University, Kayseri.
Pascua, L., & Chang, C. H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study. Evaluation and Program Planning, 52:70-77. DOI: https://doi.org/10.1016/j.evalprogplan.2015.04.001
Reiss, M.J., Tunnicliffe, S.D., Anderson, A.M., Bartoszeck, A., Carvalho, G.S., et al. (2002) An international study of young peoples’ drawings of what is inside themselves. Journal of Biological Education, 36(2):58-63. DOI: https://doi.org/10.1080/00219266.2002.9655802
Sengupta, S. (2019). Why you shouldn’t drink water immediately after meals. Available at: https://food.ndtv.com/food-drinks/why-you-shouldnt-drink-water-immediately-after-meals-1672124 on July 8, 2022.
Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., et al. (2021) Cell Biology Diagnostic Test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 55(1):82-105. DOI: https://doi.org/10.1080/00219266.2019.1643765
Taban, T., & Kiray, S. S. (2021). Determination of science teacher candidates’ misconceptions on liquid pressure with four‑tier diagnostic test. International Journal of Science and Mathematics Education, 20:1791-1811. DOI: https://doi.org/10.1007/s10763-021-10224-8
Tapia, R. R., Delgado-Iglesias, J., & Fernández, I. (2019). Learning difficulties, alternative conceptions and misconceptions of student teachers about respiratory physiology. International Journal of Science Education, 41(18):2602-2625. DOI: https://doi.org/10.1080/09500693.2019.1690177
Teixeira, F. M. (2000) What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. International Journal of Science Education, 22(5):507-520. DOI: https://doi.org/10.1080/095006900289750
Thibaut, J. P., Lafraire, J., & Foinant, D. (2020). A time for a meal? Children’s conceptions of short-term and long-term effects of foods. Cognitive Development, 55:100885. DOI: https://doi.org/10.1016/j.cogdev.2020.100885
Uğur, U.K. (2010). The determination of the high school student’s misconceptions related with the digestive system by two tier test. Master thesis, Selçuk University, Konya.
Ürey, M., & Çalık, M. (2008). Combining different conceptual change methods within the 5E model: a sample teaching design of ‘cell’ concept and its organelles. Asia-Pacific Forum on Science Learning and Teaching, 9(2):1-15.
How to Cite
Gul, S., Yilmaz, M., & Gul, A. (2024). Identification of the Students’ Misconceptions about the Digestive System. Science Insights Education Frontiers, 21(2), 3409–3434. https://doi.org/10.15354/sief.24.or561
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