Study on Didactic Transposition for Inferential and Analogical Thinking, Reasoning and Transfer of School Knowledge for Societal Context-of-Use
In teaching critical thinking skills, analogies and transferability of knowledge for problem-solving now and for the future in the experimental sciences, this study demonstrates the efficacy of a candidate hypothetico-deductive thinking and reasoning programme for didactic transposition inspired by Klopfer’s taxonomy and the principle of nature-semiotic communication. It was performed in Cameroon’s four socio-cultural zones with 307 high school students (166 English-speaking and 141 French-speaking). They used four lessons on the human skeleton. A Likert research questionnaire was administered to examine the extent of appropriation of the instrument. In therapies that are pre- and post-intervention. Data were analysed in SPSS v.20.0 and pair-wise t-test analysis showed a large difference in mean scores with a moderate effect size between pre- and post-interventions. The findings were further confirmed by a two-way factorial ANOVA to assess the principal and cumulative interaction effects of distal variables. Within limits, the findings led to the conclusion that in novel contexts, the candidate didactic implementation programme inspired by Klopfer’s taxonomy improved the development of critical thinking skills, analogical reasoning for transferability and problem-solving Between students at high school. From the observations, we proposed the implementation of the software in the teaching of experimental sciences as a system guide for classroom practise. In conclusion, therefore, turning to nature and copying from its perfect and precise problem-solving abilities is one of the best ways to ensure that school information is used to solve social problems and thus create a strong connection between school and society. Work in progress aims to show how the candidate theory of didactic transposition, teaching and learning of experimental sciences can be used as a method to facilitate the development of metacognition skills through hypothetico-deductive thought and reasoning. A problem-solving approach. Work in progress aims to show how the theory of didactic transposition, teaching and learning in experimental sciences can be used as a method to facilitate the development of metacognition skills and strengthen memory in students through hypothetical-deductive thought and reasoning candidate theory.
Dr. George N. Nditafon
Teacher Education Department, Faculty of Education, University of Bamenda, Cameroon.
Professor Emmanuel Noumi
Laboratory of Plant Biology, Higher Teachers’ Training College, University of Yaoundé 1, BP. 47, Yaoundé, Cameroon.
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