4th And 5th Grade Students’ Knowledge Development Concerning Blood Circulation During Exercise

Authors

  • Ioannis Syrmpas University of Thessaly, Department of Physical Education and Sport Science
  • Nikolaos Digelidis University of Thessaly, Department of Physical Education and Sport Science
  • Achillios Koutelidas University of Thessaly, Department of Physical Education and Sport Science
  • Maria Rempelou University of Thessaly, Department of Physical Education and Sport Science

DOI:

https://doi.org/10.26253/heal.uth.ojs.ispe.2012.1386

Keywords:

Conceptual change, Mental Models, Circulatory System

Abstract

The purpose of the present study was to explore fourth and fifth grade students’ perceptions about blood circulation anatomy and adaptation during exercise, from the perspective of Framework Theory for Conceptual Change. The participants were 29 fourth (N=15) and fifth grade (N=14) students. Data were collected using written questionnaires and semi-structured interviews using scenarios and open-ended questions. The findings revealed a continuum of five mental models reflecting the diversity of students’ perceptions concerning blood circulation during exercise. The majority of the students (N=12) regardless of grade level demonstrated lack of knowledge about the anatomy and the function of the circulatory system during exercise. They simply formed naive theories based on their subjective feelings contradictory to the scientific prevailing theory. The findings of the present study imply that students in their attempt to understand the blood circulation during exercise seek mental coherence among the information they receive from social-contextual factors and their existing knowledge.

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Published

2012-11-15

How to Cite

Syrmpas Ι., Digelidis Ν., Koutelidas Α., & Rempelou Μ. (2012). 4th And 5th Grade Students’ Knowledge Development Concerning Blood Circulation During Exercise. Inquiries in Physical Education and Sport, 10(3), 37–51. https://doi.org/10.26253/heal.uth.ojs.ispe.2012.1386

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