%0 Journal Article
%T Didactic Transposition for Inferential and Analogical Thinking, Reasoning and Transfer of School Knowledge for Societal Context-of-Use
%A George N. Nditafon
%A Emmanuel Noumi
%J Open Access Library Journal
%V 5
%N 8
%P 1-29
%@ 2333-9721
%D 2018
%I Open Access Library
%R 10.4236/oalib.1104785
%X
This study demonstrates the effectiveness of Klopfer¡¯s taxonomy and a candidate
hypothetico-deductive thinking and reasoning theory of didactic transposition,
in teaching critical thinking skills, analogies and transferability of
knowledge for problem-solving now and for the future in the experimental sciences.
It was conducted in four socio-cultural zones of Cameroon involving 307 high school students (166 English-speaking and
141 French-speaking). Four lessons on the human
skeleton were used. A researcher-made Likert questionnaire to investigate the
level of appropriation of the tool was administered in the pre- and
post-intervention treatments. Data was analysed in SPSS v.20.0 and
pair-wise t-test analysis revealed a significant difference in mean scores between
pre- and post-interventions with a moderate effect size. A two-way factorial
ANOVA to determine the main and combined interaction effects of distal
variables, further confirmed the results. Within limits, the results led to the
conclusion that Klopfer¡¯s taxonomy and the candidate theory enhanced the development
of critical thinking skills, analogical reasoning for transferability and
problem-solving in novel contexts among high school students. From the results,
we recommended the adoption of the candidate theory as framework guide for
classroom practice in teaching the experimental sciences.
%K Didactics
%K Hypothetico-Deductive Thinking
%K Critical Thinking
%K Reasoning
%K Transferability
%K Klopfer¡¯s Taxonomy
%U http://www.oalib.com/paper/5298498