How Scientific Knowledge Becomes Knowledge to be Taught: An External Didactic Transposition of Work and Energy Concepts
18th International Congress On Social, Humanities, Administrative, and Educational Sciences In a Changing World, Ürgenç, Uzbekistan, 10 - 12 March 2026, pp.434-449, (Full Text)
- Publication Type: Conference Paper / Full Text
- City: Ürgenç
- Country: Uzbekistan
- Page Numbers: pp.434-449
- Ondokuz Mayıs University Affiliated: Yes
Abstract
Didactic Transposition Theory, one of the approaches used to explain how scholarly knowledge is transformed within the teaching learning process, encompasses the entire set of transformations that knowledge produced by scientists undergoes until it becomes knowledge internalized by learners. The aim of this study is to examine how the topic of work and energy is transformed across textbooks at different educational levels, within the framework of didactic transposition theory. A qualitative research design was adopted, and document analysis was used as the primary method. As data sources, textbooks from three different levels were selected. Serway’s Physics I was used to represent the level of scholarly knowledge, while a 7th-grade science textbook and a 9th-grade physics textbook were used to represent the level of knowledge to be taught. The textbooks were analyzed in terms of concepts, visuals, and language of presentation. The findings indicate that the textbook used as the source of scholarly knowledge presents the topic of work and energy in a highly detailed and academically oriented manner. As the level shifts from higher to lower educational stages, there is a noticeable reduction in both the number of concepts and the scope of topic headings, while questions and real-life examples are increasingly supported by visuals. In addition, it was found that various types of energy such as efficiency, basal metabolic rate, and energy resources are addressed at the high school level. At the middle school level, a greater emphasis is placed on concrete examples and student appropriate activities. Finally, an examination of the mathematical expressions related to work and energy, within the framework of didactic transposition theory, reveals that these expressions are adapted in ways that are appropriate to the level of instruction.
Keywords: Didactic Transposition Theory, Work and Energy Concepts, Science Textbook, Physics Textbook, Science Education
* This study was supported by TÜBİTAK 2219 Post-Doctoral Research Program