Determining University Students' Cognitive Structures and Alternative Concepts on Striated Muscle by Word Association Test

Abstract

Background and Study Aim Muscles are a set of topics for physical education and sports. Cognitive structure and alternative concepts of students should be diagnosed about striated muscles, which are very rich in terms of abstract concepts. The aim of this research is to determine the cognitive structures, alternative concepts and conceptual change process of university students on striated muscle with the word association test. Material and Methods 50 students who took physiology course in Selcuk University physical education and sports teaching 2nd year participated in the research. The research was designed with a single group pretest posttest weak experimental design. The students were given a pre-test Word Association Test (WAT), then the subject of striated muscles in the training information curriculum was explained, and then WAT was re-applied as a post-test. As a result of the tests applied, the frequencies of the answer words given by the students to 11 key concepts were calculated and the cut-off points were determined and concept networks were created. In addition, the sentences formed by the students about these concepts were examined in terms of misconceptions. Results We found that the students produced 44 answer words in the pre-test and 64 in the post-test, and the frequency of many concepts increased in the post-test compared to the pre-test. However, an increase in the knowledge level and concept associations of the students at the desired level was not observed. In addition, we determined that although the students' misconceptions about striated muscle decreased in the post-test compared to the pre-test, they still continued, and the students generally had unscientific or superficial knowledge in both tests. Conclusions As a result of the research, it was determined that there was a significant change in the cognitive structure of the students about the skeletal muscle, although it was not at a sufficient level, and their misconceptions were reduced. It has been concluded that the WAT is an important alternative assessment tool to determine the conceptual development in preliminary and post-knowledge, as well as a strategy that can be used to ensure meaningful learning and conceptual change.