• Şirin İlkörücü-Göçmençelebi Uludag University, Faculty of Education Elementary Science Education, Bursa, Turkey


This study aimed to determine the alternative frameworks of elementary school 6th grade students (aged 12-13) regarding the flower organ (alternative frameworks) and sources of these alternative frameworks. A total of 158 students from 3 public schools in the province of Bursa participated in the study. In this descriptive and qualitative study 3 open-ended questions were asked, a drawing was made and 7 plant illustrations were used. As a conclusion, it was observed from the students’ answers to the questions, the drawings and comments on the illustration that the most prominent alternative frameworks were those of using the flower, the reproductive organ of the plant, in place of the flowering plant, classifying it as a separate plant class and defining its reproductive function as helping reproduction, especially through its color and odor. It was determined that these alternative frameworks resulted more frequently from daily experiences and visual perceptions in real life, incorrect structuring of scientific knowledge given in the teaching environment and from cultural language.

Keywords: Science education, daily life, alternative frameworks, visual perception, flower concept


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Books examined for this study

Kindergarden Education Program (36-48-month-old) ,2006

Life Sciences 3rd grade work book, 2011

Science and Technology 4th grade cours book, 2011

Science and Technology 5th grade teacher's quide book , 2011

Science and Technology 6th grade teacher's guide book, 2011






Research Article