%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