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The links from this page will take you to the PDF versions of the articles from the Third and Fourth Misconceptions Proceedings.
These proceedings were originally published at a time (1993 and 1997) before the PDF became the dominant document format. The proceedings were originally published in the format that made the most logical sense at that time, but which subsequently became unsupported and inaccessible. Now, thanks to support from the Golton/Novak Fund administered by the Cornell University Department of Education, these 268 papers are accessible again.
All known issues have now been fixed. These included graphics displaying smaller than they were supposed to, errant page breaks, tables and figures split across pages, overlapping text and other issues. In some cases, the original software had to be run under Mac OS 9 to be able to fix the problems. In a few cases, the fix has made the paper better than when it was originally released. There are still a small number of graphics that are difficult to read, but these issues existed in the original release.
We are having discussions about where to next take the Meaningful Learning Research Group (originally created as a networking vehicle for Dr. Joseph Novak's graduate students) and the Misconceptions Proceedings. If you would like to be a part of these discussions, please email Robert Abrams at info@mlrg.org.
The Third Misconceptions Proceedings
The Problem of Terminology in the Study of Student Conceptions in Science: A Second Look
Abimbola, Isaac O. & Yarroch, William L.
Abstract: This paper revisits the problem of terminology in the study of student conceptions in science. Progress on the resolution of the problem is reviewed first. Then, an analysis is performed on the knowledge of science subdividing it into components such as disciplinary, curricular, experiential, and personal knowledge. An attempt is then made to analyze how these four components of knowledge might interact in research settings to produce different contexts. Based on these analyses, it is suggested that the appropriateness of a particular term as a descriptor of science knowledge might be dependent on specific research contexts that science education researchers need to make more explicit. It seems misconceptions, alternative conceptions, and knowledge can coexist within each research context. How they might do this, and researchers' inferences about them, including underlying thought processes need to be documented. Remediation strategies would then vary with each type of conceptions and with each context.
Keywords: philosophy,Concept formation,,epistemology,scientific concepts,cognitive structures,misconceptions,constructivism,learning processes
General School Subject: biological sciences
Specific School Subject: biology
Students: secondary school
Concept Maps, Vee Diagrams and Rhetorical Argumentation Analysis (RAA) : Three Educational Theory-based Tools to Facilitate Meaningful Learning
Ahlberg, Mauri
Abstract: There are many different graphic knowledge representation techniques which are called concept maps. These and similar techniques are scrutinized and a comparison table with eight categories is suggested. The first dimension with four categories is conceptual and propositional explicitness. The second dimension with two categories is whether or not pictures are utilized. Criteria for good concept maps are discussed. A quick way to teach concept mapping is presented. Examples of concept maps are analyzed. Structure of Vee diagrams is discussed and possible improvements are suggested. When we read concept maps and Vee diagrams, we understand them proposition by proposition. Most of these propositions, if not all of them, are claims about the world. It is often unclear if these claims have any evidence, any theoretical or empirical grounds, any specific justification or any general backing. Rhetorical argumentation analysis (RAA) is presented and discussed. A suggestion is made to interview those subjects who make concept maps and Vee diagrams and to analyze their accounts by RAA.
Keywords: Research Methodology,Educational Methods,Theories,Scientific Methodology,Concept Mapping,Educational Thoeries,Realism,Epistemology,Constructivism
General School Subject: Chemistry
Specific School Subject: Inorganic Chemistry
Students: Adult
A SURVEY OF THE FINNISH PUPILS' CONCEPTIONS ABOUT THERMAL PHENOMENA
Ahtee, Maija
Abstract: The importance of the teachers to know and take into account the pupils« conceptions as the starting point in teaching is well recognised from numerous studies. This knowledge is needed because only when the teachers realize what their pupils« really think about various phenomena and how little effect the traditional teaching independent of its quality has on the pupils« understanding, they start to experiment with new teaching strategies. The area of heat and temperature is very useful in this respect ( see e.g. Brook et al., 1984; Erickson and Tiberghien, 1985, Osborne and Freyberg, 1985). The pupils have met most of the thermal phenomena in their everyday life, their use of the scientific terms is mixed with everyday meanings, and they also think they know all about these familiar phenomena. Scott et al. (1992) have reviewed teaching strategies used to promote conceptual change. They have identified two main groupings, of which the one is based on cognitive conflict and the other on the development with the science point of view. The latter strategy focuses on the design of appropriate interventions by the teachers to provide "scaffoldings" for new ways of thinking. Stavy (1991) refers to the paper by Schollum et al. (1981) who in teaching about force started their instruction based on the conception held by many children that objects move forward because there is "something" in them that keeps them moving. They introduced the idea of momentum for this "something", and subsequently the term force for pushes and pulls that act on objects. Stavy (1991) herself reports about the study in which the students discarded their misconception about conservation of matter in the case of the evaporation of colourless acetone when they were first shown the evaporation of visible iodine. The study reported in this paper is one of the first attempts to find out what kind of conceptions the Finnish secondary school students (from 7th to 9th grade, 14 to 16 years of age) have about thermal phenomena. According to the curriculum heat is taught as a subject partly in the seventh and partly in the ninth grade. The changes in the state of water have been discussed in biology in the third grade with the guidance of a class teacher. The research problem could be stated as, What kind of aspects do the pupils pay attention to in the connection of melting, boiling and heat exchange? Is there any indication about the similar type of confusion between the concepts of temperature and heat as there is between the concepts of momentum and force? The ultimate aim would be to find a possible order for teaching thermal concepts and phenomena.
Keywords: concept formation,,,misconceptions,scientific concepts,concept teaching,,,
General School Subject: physics
Specific School Subject: thermodynamics
Students: middle class students
Teaching Probability to Prospective Elementary Teachers Using a Constructivist Model of Instruction
Alsup, John
Abstract: This paper is a report of a study conducted with preservice elementary teachers at the University of Wyoming during the summer of 1993. The study had two purposes: (1) to observe the effectiveness of using a constructivist approach in teaching mathematics to preservice elementary teachers, and (2) to focus on teaching probability using a constructivist approach. The study was conducted by one instructor in one class, The Theory of Arithmetic II, a required mathematics class for preservice elementary teachers.
Keywords: Educational Methods,Teacher Education,Concept Formation,Constructivist Teaching,Preservice Teacher Education,Problem Solving,Classroom Techniques,Mathematical Concepts,Teacher Education Programs
General School Subject: Mathematics
Specific School Subject: Probability
Students: College
The Scientific World of Play and School: Primary Childrens' Uses of Hierarchical Concept Maps
Alvarez, Marino C. & Risko, Victoria J.
Abstract: The premise of this paper is that children are active learners who engage in meaningful learning when a situation of interest presents itself. Children form mental models or personal constructs of how they perceive the world in which they live, the world does not create these constructs for them. As Kelly (1955) explains, constructs are individually built and "tried on for size" as one views the world of events. These constructs are sometimes categorized into groups of systems consisting of subordinate, coordinate, and superordinate relationships. They are used to forecast events and to assess the accuracy of the events after they have occurred. In the scientific world of play and school, children constantly test their interpretations of the world and revise their mental models or personal constructs as they experience and test alternative explanations throughout their lives.
Keywords: Concept Formation,Educational Methods,,Cognitive Mapping,Constructivism,Concept Formation,,,
Students: Elementary School
THE "LIGHT" AND "DARK" REACTIONS OF PHOTOSYNTHESIS - TERMINOLOGY AS A SOURCE OF MISCONCEPTIONS
Amir, Ruth & Tamir, Pinchas
Abstract: The division of the process of photosynthesis into a "light phase" and a "dark phase" is a well established presentation of the functioning of the photosynthetic apparatus. This division can be traced to important points in the history of photosynthesis research. Consequently it is also the way the subject is presented in textbooks and taught. From psychological, didactical and scientific points of view this division into "light" and "dark" phases is fully justified: In the light ATP and NADPH2 are produced and oxygen is released. Subsequently the products of the light phase are utilized to fix carbon dioxide. The light reactions occur in the thylakoid membranes whereas the so called dark reactions proceed in the soluble part of the chloroplast - the Stroma. The light phase can experimentally be separated from the dark phase as shown by Hill (1937).
Keywords: misconceptions,concept teaching,,history of science,textbooks,,,,
General School Subject: biology
Specific School Subject: photosynthesis
Students: high school
Enlightening Chinese Science Education with American Educational Technology
An, Baosheng; Fu, Wenyu & Tanada, Tony
Abstract: Chinese science education has achieved significant goals, but it can be improved by introducing appropriate technology. IBM's Personal Science Laboratory (PSL) is a promising new system that is enthusiastically supported by American science instructors. The instructional method of Chinese science education and the PSL's instructional model are introduced. Elements of the Chinese method are analyzed against American educators experience using the PSL system. Finally, the historical and cultural framework surrounding Chinese education and suggestions for introducing the PSL are presented.
General School Subject:
Specific School Subject:
First steps in the construction of a theoretical model of light: A case study from a primary school classroom
Asoko, Hilary
Abstract: This case study details the planning and teaching of a unit of work on light for a class of 8-9 year olds in a British primary school and the learning which ensued. It is one of a series of studies, involving collaborative work between teachers and researchers, in which teaching is planned utilising information about children's thinking on aspects of science, together with theoretical perspectives on conceptual development or change.The focus of this paper is on how the planning of a piece of teaching was transformed into classroom action. The children in the study had previously had no formal teaching on the topic of light; activities were planned to provide opportunities for them to construct elements of a theoretical model of the behaviour of light and to utilise this in the exploration and explanation of a familiar phenomenon, shadows. The ways in which children's thinking was stimulated and supported and the learning outcomes are discussed and the crucial role of the teacher is highlighted.
Keywords: Research Methodology,Educational Medthods,Comcept Formation,Participatory Research,Curriculum Design,,,,
Specific School Subject: Optics
Promoting Metacognition in Developmental Math Students
Autin, Gwen & Allen, Barbara
Abstract: This session presents efforts to develop metacognitive skills in mathematics learning. These skills are seen in current research not only as necessary conditions but also critical for learning mathematics. Current research in the area of metacognition and mathematics education supports the belief that metacognitive skills are a needed condition for learning mathematics. Metacognition is viewed as important not only in problem solving but in all mathematics performance. The study of metacognition argues for a change from the traditional, teacher-centered instruction to instruction addressing cognition metacognitively. Examples of this new educational trend include cooperative learning activities, the promotion of reflective thinking through discussion and writing, and the development of self-regulation. In an effort to create self-awareness and promote independent learning in their mathematics learning, students can be actively engaged in their learning by whole class or small group discussions, writing activities, and self-monitoring tasks. In an effort to identify misconceptions of these methods currently in use in the mathematical setting, and the belief that these methods are not applicable in mathematics, this presentation will describe the activities used in each of these categories.
Keywords: Educational Methods, Testing,Concept Formation, Teaching Methods,Metacognition,Motivation Techniques,Learning Processes,Group Testing,Thinking Skills
Specific School Subject: Algebra
Students: High Risk Students
Integrating Domains of Physics: Learning Strategies and the Role of Teachers
Bagno, Esther;Eylon, Bat Sheva & Ganiel, Uri
Abstract: Traditionally, physics is taught in high schools according to domains: mechanics, electricity, magnetism, optics, etc. A survey of 30 textbooks from all over the world indicates that 20 of the textbooks present each domain as a completely isolated unit. As a result, students studying from such textbooks are exposed to domains in physics serially, i.e., one after the other.Our studies and those of others (Bagno, Eylon & Ganiel, 1993; Van Heuvelen, 1991; Iran-Nejad, McKeachie & Berliner, 1990; Bicak & Bicak, 1990; Anderson & Botticelli, 1990; Burkhard, 1987; Perry & Miller, 1970) have shown that knowledge acquired by students studying in this manner is fragmented. Students lack a knowledge structure containing the relationships between the central concepts of physics and between the various studied topics. In addition, it is known that students encounter various difficulties both in comprehending basic concepts and also in applying acquired knowledge to problem solving (e.g., de Jong & Ferguson-Hessler, 1986; Eylon & Reif, 1984; Heller & Reif, 1984). In the long term, the knowledge of many of the students deteriorates into a number of partial equations and the concepts are represented by meaningless labels.
MISCONCEPTIONS OF REVOLUTION IN HISTORY TEXTBOOKS AND THEIR EFFECTS ON MEANINGFUL LEARNING
Baldissera, José Alberto
Keywords: Concept Formation,Educational Methods,Teacher Education,Concept Fromation,Misconceptions,Concept Teaching,Concept Mapping,Learning Processes,Teaching for Conceptual Change
General School Subject: History / Teacher Training Practice
Specific School Subject: History
AIR AS A CONDUCTING MEDIUM IN CHILDREN'S IDEAS ABOUT ACTION AT A DISTANCE
Bar, Varda & Zinn, Barbara
Abstract: In this study the construction of children's pre-instructed ideas regarding the fundamental concepts of gravity, air and magnetic attraction is investigated. Our research deals with the question : "Do children think that magnetic attraction needs air as a conducting medium?". It is informed by the Constructivist approach to science education which started with Kelly (1971), who stated that "Man understands himself, his surroundings and his potentialities by devising constructs to place upon them and then testing the utility of these constructs against such criteria as the successful prediction and control of events..." Guttierrez and Ogborn (1992) suggest similarly that people invent explanations because they seek causes for effects they see in the environment. This approach supposes the existence of the learner's pre-instructed ideas. Instances of pre-instructed ideas concerning specific scientific concepts such as air, force or weight, are already noted by Piaget (1929, 1972), at the beginning of the century. Since then many researchers have delved into children's pre-instructed ideas (Pfundt and Duit, 1990; Carmichael, Watts, Driver, Holding, Phillips and Twigger, 1990). The interest of science educators in children's intuitive ideas has been significantly motivated by Ausubel's learning theory (1968) where the importance of the learner's prior knowledge in influencing his understanding of new material is stressed. Similarly, Di Sessa (1988) in his "knowledge in pieces" theory notes the relevance of children's pre-instructed ideas to the learning process. Minstrell (1992) as well as Clement(1982) also emphasize the effect of existing pieces of knowledge on further learning, where the application of these pieces is dependent on the student's perception of the salient features of a specific problem.
In-service Chemistry Teachers Training: Introducing Computer Technology as a Teaching Aid
Barnea, N. & Dori, Y.J.
Abstract: The use of Computer Aided Instruction (CAI) for chemistry is not prevalent in Israel and only few teachers use this tool to improve teaching. The research determines the effects of in-service training and teachers' self-developed mini-courseware on broadening CAI use for chemistry. It involves follow-up of in-service teacher training aimed at strengthening the confidence of the chemistry teacher in his/her ability to use computers in the classroom. To introduce the teachers to the variety of possibilities and benefits of using courseware in chemistry, we have developed a CAI module on polymers. It may serve for mastery learning, enrichment material, and as a source of problems and their solutions. As part of the training. each team developed a mini-courseware.As a research tool, the teachers answered pre- and post-attitude questionnaires regarding the use of computers for chemistry teaching in general, and the polymer module in particular. The questionnaires have indicated a positive change in teachers' attitudes towards CAI . The feedback on the polymer module was also very favorable. The results indicate that teachers' attitude towards computers and the rate of using computers can be positively changed by an in-service training. Teachers prefer CAI modules that can be integrated into the existing curriculum.
Keywords: Educational Technology,Teacher Education,Educational methods,Computer Uses in Education,Inservice Teacher Education,Educational Strategies,Courseware,Learning Modules,
Specific School Subject: Polymers/ Organic Chemistry
Earthquakes Haven't Shaken College Students' Cognitive Structure
Barrow, Lloyd H. & Haskins, Sandra
Abstract: On the morning of June 28, 1992, many individuals experienced the devastating power of a 7.5 magnitude earthquake in the middle of the Mojave Desert. Subsequently, even the popular press (Nash, 1992) described in detail how the Landers and associated earthquakes were possibly impacting the southernmost section of the San Andreas fault. The triangular segment that was uplifted 2m vertically and 5m horizontally had not been predicted. For the next few weeks, words such as fault, epicenter, seismograph, and Richter scale appeared in many news reports. Once again, the populace became interested in earthquakes and plate tectonics. Did they have an adequate cognitive structure to understand these events?
Keywords: Concept Formation,,,Misconceptions,Content Analysis,Pilot Projects,,,
General School Subject: Earth Science
Specific School Subject: Plate Tectonics
Students: College Students
INTEREST IN PHYSICS, INSTRUCTIONAL STRATEGIES AND DEVELOPMENT OF PHYSICS PROBLEM SOLVING ABILITIES IN SECONDARY SCHOOL STUDENTS
Bascones, J. L., & Villasmil, R. J.
Keywords: Problem Solving,Metacognition,Cognitive Ability,Vee Diagramming,Educational Strategies,Individual Diffrences,Timed Test,Problem Sets,Predictive Measurement
General School Subject: Information Science
Specific School Subject: Physics
A Cognitive Analysis of Misconceptions in Year 12 Students' Understanding of Elementary Probabilistic Notions
Baturo, Annette R.
Abstract: This paper describes a study conducted to explore Year 12 (16-17 year olds) students' cognitive functioning in the domain of probability in an endeavour to discover what it means to know/understand the elementary notions of probability. Leinhardt's (1988) theory of understanding as connections between the four knowledge types (intuitive, concrete, computational and principled conceptual) served as the model for examining the students' understanding of elementary probability. The research design incorporated two pilot studies and a main study and, altogether, 31 students participated. Each student was clinically interviewed whilst working on a set of elementary probability tasks which were developed for the study. The protocols revealed that the students had used a variety of cognitive schema for example, fraction (part/whole), ratio (part/part), and comparison (whole/whole) but, in general, those who performed best used the fraction schema predominantly. Several misconceptions were disclosed. For example, P = 1 was connected with either one trial in an experiment or with one item in a sample space; P = 2 was acceptable; possible was synonymous with certain; ratios were confused with fractions.
Keywords: Concept Formation,Theories,Epistemology,Mathematical Concepts,Cognitive Structures,Cognitive Processes,Misconceptions,Cognitive Psychology,Concept Formation
Students: High School Seniors
Misunderstandings of Kinematics Graphs
Beichner, Robert J.
Abstract: Recent work has uncovered a consistent set of student difficulties with graphs of position, velocity, and acceleration versus time. These include graph as picture errors, slope/height confusion, problems finding the slopes of lines not passing through the origin, and the inability to interpret the meaning of the area under various graph curves. For this particular study, data from 895 students at the high school and college level was collected. Individual test items were examined to reveal common difficulties. The test as a whole should prove useful for other researchers studying kinematics learning as well as instructors teaching the material. This material is based upon work supported by the National Science Foundation under grant No. MDR-9154127.
Keywords: concept formation,testing,educational methods,mathematical concepts,misconceptions,concept teaching,error patterns,item analysis,teaching methods
Specific School Subject: mechanics
Students: college bound
Windows into students' thinking: using multimedia to promote meaningful learning in geometrical optics
Bendall, Sharon & Goldberg, Fred
MISCONCEPTIONS OR SOCIAL RECONCEPTUALIZATIONS? - the case of evolutionary biology
Bizzo, Nelio M. V.
Abstract: I have tried to understand the ways in which evolutionary knowledge has changed on its way from Down House, the home of Charles Darwin, to its presentation to Brazilian high-school students. Adopting a socio-cultural perspective, attention was given to several different ways Charles Darwin's theories have been re-interpreted by well known scholars and offered to the public. I have analyzed the approaches taken by Emanuel Radl (1873-1942), John C. Greene, Robert Maxwell Young and Ernst Mayr, to assess the diverse ways darwinism has been conceived. I have then assessed the presentation of this controversial knowledge to the public in two major popular books written by respected scientists, Julian Huxley and Kettlewell's "Darwin and His World" and Richard Dawkins' more recent "The Blind Watchmaker".In this paper I focused on the ways some key-concepts have been treated, trying to show that knowledge has been shaped by extra-scientific factors.Following the tendency of seeing chronologies of the development of scientific knowledge as "myths of rationalism" (Wertsch), I have called the constellations of these myths social reconceptualizations, which would occur in different levels, in a hierarchical way.Students at high-school level have contact with several of these "myths", which could possibly account for some of the traditional misconceptions that have been recurrently reported.
Teaching special relativity in high school
Borghi, L.; De Ambrosis, A. & Ghisolfi, E.
Abstract: At present the problem of introducing topics of "modern" physics in Italian high school is the object of a wide debate among teachers and researchers in physics education. As regards special relativity, the debate is supported by projects and experimentation carried out since the seventies (Cortini G. 1977, Fabri E. 1989). It seems appropriate to introduce special relativity in high school for the following reasons: cultural value of this theory; possibility of dealing with its basic concepts without a sophisticated mathematic approach and of promoting a deep involvement of students; pedagogical value of experiencing the passage from one scientific theory to a new one, and importance of recognising how a physics theory can be, in particular aspects, in contrast with common sense and every day experience.
Keywords: Theories,Concept Formation,Educational Methods,Relativity,Abstract Reasoning,Scientific Concepts,Curriculum Design,Instructional Development,Preservice Teacher Education
General School Subject: Science
MISCONCEPTIONS: A CONCEPTUAL OR METHODOLOGICAL DEFICIENCY? - A Case Study showing a Theory in Action
Braghiroli, Clara
Abstract: During my first years of teaching activity in the University my attention was focused, imperceptibly, by the most capable students of my classroom (I only had knowledge then ...). As time went by and, perhaps, half-way in my history, my interest moved towards those students showing the lowest performances (I had already gained experience ...). At present, after a long way gone through, I choose (full consciously) to put all my enthusiam on those students who, even having a learning potential, seem to have not found the means to develop such potential.
Children's understanding of Earth systems phenomena in Taiwan
Broadstock, Maan Jiang
Abstract: In the early 1970s, research in science education began to focus on the conceptual learning process that lies behind students' thinking in particular science domains. Much research has been done and is still being done in understanding students' science ideas. These studies show that students coming into a learning environment bring their own conceptions of the world (Osborne, 1984; Engel & Driver, 1986; Solomon, 1985; Gil-Perez & Carrascosa, 1990). Despite what teachers teach about science, many students maintain their early and alternative conceptions of the natural world for several years and even into adulthood. These ideas are constructed by children through their perceptive experiences in daily life. These concepts that children use to explain natural events with respect to their own experiences make sense to them and are therefore difficult for a teacher to change. The ideas students possess prior to formal instruction are considered the single most important factor influencing learning (Ausubel, 1968). Concept learning studies can aid curriculum developers in designing curricula and instructional materials that begin with what students already know and explicitly contrast children's ideas with scientific explanations (Eaton, Anderson, & Smith, 1983).
Keywords: Concept Formation,Research Methodology,Educational Methods,Misconceptions,Cognitive Development,Cognitive Ability,Qualitative Research,Curriculum Design,
Student Misconceptions of Ecology: Identification, Analysis and Instructional Design
Brody, Michael
Abstract: Ecology is a unique field of science in which several factors effect the type, variety and number of student misconceptions. Among these factors are: ecology is a relatively new scientific discipline, it is interdisciplinary, and it describes many phenomena with which we have experience. This paper reviews the strategies used to elicit students' understandings of ecology, analysis of several prevalent student misconceptions, and several instructional activities that help address specific misconceptions. The identification of misconceptions through clinical interviews, concept maps and multiple choice questions is reviewed and discussed in relation to what teachers can do to continually identify and monitor student misconceptions. Specific ecological misconceptions related to breathing in aquatic organisms, photosynthesis in marine plants, and the water cycle are concept mapped showing important relationships to related physical and biological science concepts. These concept maps present fundamental topics which must be identified in order to help address student misconceptions Several instructional activities which attempt to address these misconceptions including The Water Circle, Molecules in Motion and Classroom Aquaria are described and discussed in relation to specific instructional design.
Keywords: Educational Methods,Concept Formation,Research Methodology,Misconceptions,Curriculum Design,Qualitative Research,Instructional Design,Conept Mapping,Concept Formation
Specific School Subject: Ecology
Students: Junior High
Learning through discussion
Brosnan, Tim; Ogborn, Jon & Hann, Katherine
Keywords: Teacher Education,Research Methodology,Concept Formation,In-service Teacher Education,Qualitative Research,Abstract Reasoning,Misconceptions,Teacher Education Programmes,
Specific School Subject: Genetics
Students: Student teachers
Analogical Models - Boon or Bane in Science Instruction?
Brown, David E. & Steinberg, Melvin S.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Learning Processes,Experimental Learning,Curriculum Design,,
Specific School Subject: Electricity
Students' Personal Knowledge of Regulation and Homeostasis: Pioneering in Biology Classrooms
Buddingh, Joop
Abstract: Regulation and homeostasis are vital functions in living systems. Understanding these concepts can be considered as an essential element in biological literacy (Demastes & Wandersee, 1992). However, up to now neither tradition nor theory seems to exist about how to arrange biology education on the concept of homeostasis.This paper , firstly, reports the results of a survey carried out to describe and to analyze the status of the concept of homeostasis in scientific biology. If one of the aims of biology education is to show the specific nature of the discipline it is necessary to have at hand an updated 'state of the discipline', serving as a source of information on the subject matter. Secondly, views on teaching and learning are elaborated, starting from a constructivistic educational approach. This section focusses on the crucial role of pre-knowledge in learning processes, and on consequences of this approach for decision making on an intended curriculum. It implies that the students' own ideas about regulation and homeostasis are important and are used as a starting point and bridgehead for further developing their insight and understanding Furthermore, we report on exploring students' personal knowledge about the existing concepts, using their status and structure in scientific biology as a reference. Outcomes are important for making decisions about both the disciplinary content and the educational strategies to be used in classrooms.A next step will be developing curriculum materials on the topic. These materials are intended to support implementation of a new programme for biology education at secondary level in The Netherlands. During the pioneering phase with these materials in biology classrooms, data will be collected on individual and collective knowledge acquisition, following the students over a period of about three months.
Keywords: Educational Methods,Concept Formation,Philosophy,Constructivism,Holistic Approach,Curriculum Design,Learning Strategies,Misconceptions,Field Studies
Students: High School ( pre-university level)
ADULTS' MISCONCEPTIONS IN ELECTRICITY
Caillot, Michel & Xuan, Anh Nguyen
Abstract: We present how unskilled workers and staff employees understand everyday situations where static electricity or electricity at home is involved. The method of data gathering was clinical interviews based on situations relative to static electricity in cars or in an electronic assembly workshop, to the functioning of a circuit-tester and a washing machine. Different cases were discussed (e.g.: electric shocks, short circuits, and so on). The analysis was made in the framework of mental models used to describe these situations. In spite of electricity lessons in their school time and/or in-service training in their companies, the subjects made no reference to formalized electricity. The models they used were built up from their own experience. Often electricity is considered as a substance or a fluid easily transferable from one place to another. Conceptions about grounding show that the earth is assimilated to a big reservoir into which electricity flows and then is lost. Human body is also considered as a reservoir of a limited amount of electricity.
Keywords: Concept Formation,,,Misconceptions,Cognitive Structures,Cognitive Processes,Scientific Concepts,,
Students: Adults
Enhancing Teacher's Understanding of Student's Science Concepts: The Results from "Misconception" Research on in Service and Preservice Techer Education
CALVO, Carlos A. & COHEN, Michael R.
Abstract: The new Costa Rican science program, with its emphasis on local evironmental content may create additoinal problems for experienced and novice elementary school science student teachers who work hard designing and implementing science lessons that engage their students and teach accurate science concepts. This is especially true for those elementary school student teachers who have a limited knowledge of science. While sdditional study in the sciences is helpful, it is virtually impossible to prepare a general elementary school student teacher for all the science topics they will encounter in Costa Ricas's new elementary school science program. Three current educational ideas form the foudation of this study: 1.- cognitive research; 2.- research on change and implementing innovations; 3.- and research on student teacher education.
Seeing is Believing? Students-Functions-Graphing Calculators
Carson, Virginia M. & Gavant, Gail W.
Abstract: The ability of a student to visualize functions is an important aspect of a mathematics education. Graphing calculators can quickly display the graphs of functions and evaluate function values. Such efficiency can contribute to explorations of families of functions. Therefore, graphing calculators have a major role, albeit not yet clearly defined or fully assessed, in the mathematics classroom today. Mathematics educators are faced with instructional technology issues as never before. An intrinsic concern is how, or if, the use of graphing calculator contributes to student understanding of mathematics content. This paper describes some results of assessing the use of graphing calculators in selected sections of college algebra and calculus in a two-year college for three consecutive quarters. The rationale for requiring these hand-held computers is outlined. Calculator assignments and student writing assignments are described. The data from paired student-teacher interviews conducted outside of class is reported.
Keywords: educational technology,educational methods,concept formation,computer uses in education,mathematical concepts,educational strategies,learning activities,informal assessment,cognitive dissonance
General School Subject: matematics
Specific School Subject: algebra/calculus
Students: two year college
Can a Photograph Have a Misconception?
Carter-Cohn, Karen
Abstract: The terms concept and misconception need to be clarified in light of constructivist epistemology. Are misconceptions possible under the tenets of radical constructivism? If not, what terms are more appropriate to designate the needed coincidence of internally constructed knowledge with experiential reality and consensual social discourse. Conceptual meanings are social constructs defined by discourse communities. An individual's conceptual knowledge is useful only if the personal mental construct gives the person the adequate knowledge necessary to make predictions that will coincide with experiential reality. As an individual's perception and construction of knowledge evolves, so scientific paradigms, which contain "concepts" as socially constructed knowledge evolve. The exploration of the nature of representation and symbolism in constructing knowledge and the question of what is real should be a part of constructivist educational pedagogy. In order to bring constructivism into a well defined educational paradigm the careful examination and specific use of terminology must be determined by the discourse community. A discussion of these issues using illustrations will be the focus of this presentation.
Keywords: Philosophy,Conept Formation,Theories,Educational Philosophy,Constructivism,Epistemology,Cognitive Processes,Creativity,School Restructuring
General School Subject: General
Students: General
A study on the Analysis of Error Patterns and Misconceptions for BASIC Programmings of Novice College Students in Taiwan
Chang, Bor-nian
Abstract: To use the theories of artificial intelligence and cognitive science in designing the intelligent computer-assisted instruction (ICAI) systems is a challenging job with much research value. This research collected different types of error patterns that novice learners had during computer programming. These error patterns were analyzed and categorized. The misconception of semantic errors during the programming were also analyzed. The outcome will serve as the base knowlege for computer programming ICAI system design.
Keywords: Concept Formation,Testing,,Misconceptions,Error Patterns,,,,
Specific School Subject: Programming
Students: College Freshmen
Learning Physics in the Laboratory
Cheary, Robert; Gosper, Maree; Hazel, Elizabeth & Kirkup, Les
Abstract: Among students and many people in the wider community, physics is perceived as a discipline which emphasises the acquisition of rules, theorems, procedures and skills in highly abstracted forms at the expense of meaningful integration of knowledge with technology and everyday occurrences (Romer, 1993). Assessment methods reinforce this approach with success in examinations being heavily dependent on factual recall and rote learning. The situation is similar in the traditional undergraduate laboratory. Many student physics laboratories reveal a history of the teacher as the sole source of a body of knowledge which is transmitted to students through controlled verification exercises (Hegarty-Hazel, 1986;1990). There is little or no encouragement for independent investigation or scientific enquiry. Students are rarely asked to explore a phenomenon, develop a procedure, design or construct apparatus or formulate tests on scientific models. The learning experiences do not seem to be characterised by recognition of the student as a learner, by student autonomy or, by students' reflecting on their learning. Overall, it seems that students have a very narrow range of learning experiences in physics laboratories and a poor appreciation of the role of physics in industry and everyday life.
Keywords: educational methods,concept formation,theories,inquiry,problem solving,experimental learning,scientific concepts,thinking skills,scientific methodology
Students: undergratuate
Study of Conceptual Development using "The Four-Wheel Cart and The Little Hill" Unit From The Taiwanese Elementary School Natural Science Reader
Chen, I-Shin
Keywords: educational methods,theories,,cognitive development,cognitive styles,educational theories,,,
Specific School Subject: medicines
Students: education majors
On Meaningful Measurement: Issues of Reliability and Validity from a Humanistic Constructivist Information-Processing Perspective
Cheung, K.C.
Abstract: In the past decade, there have been ample interests in the assessment of cognitive and affective processes and products for the purposes of meaningful learning. Meaningful measurement has been proposed which is in accordance with a humanistic constructivist information-processing perspective. Students' responses to the assessment tasks are evaluated according to an item response measurement model, together with a hypothesized model detailing the progressive forms of knowing/competence under examination. There is a possibility of incorporating student errors and alternative frameworks into these evaluation procedures. Meaningful measurement drives us to examine the composite concepts of "ability" and "difficulty". Under the rubric of meaningful measurement, validity assessment (i.e. internal and external validities) is essentially the same as an inquiry into the meanings afforded by the measurements. Reliability, measured in terms of standard errors of measurement, is guaranteed within acceptable limits if testing validity is secured. Further evidences of validity may be provided by indepth analyses of how "epistemic subjects" of different levels of competence and proficiency engage in different types of assessment tasks, where affective and metacognitive behaviors may be examined as well. These ways of undertaking MM can be codified by proposing a three-level conceptualization of MM, where reliability and validity are central issues for an explication of this conceptualization.
Keywords: Testing,Philosophy,Educational Methods,Constructivism,Humanism,Construct Validity,Scaling,Cognitive Processes,Problem Solving
Barriers to Conceptual Change in Learning Science Concepts:
Chi, Michelene T.H.
Abstract: This paper identifies and characterizes the existence of a specific class of "constructs" which may be particularly difficult to learn and understand. Their difficulty necessitates conceptual change, which is a form of learning which we define in the context of this class of constructs. Our explanation seems to fit a diverse set of data concerning the difficulty in learning science concepts of this nature. Instructional implications for how we can overcome this barrier to conceptual change will also be entertained.
The Role of Anomalous Data in Theory Change: A Cognitive Analysis
Chinn, Clark A.
Abstract: Many science educators have advocated the use of anomalous data--data that contradict students' preinstructional theories--to promote theory change. Many students, however, discount anomalous data so as to preserve their current theories. In order to understand the process of theory change in science classes, it is essential to understand students' responses to anomalous data. The purpose of this paper is to present a framework for understanding how people respond to anomalous data and why they respond as they do. First, I present a taxonomy of seven responses to anomalous data: (a) ignoring the data, (b) rejecting the data, (c) excluding the data from the domain of the current theory, (d) holding the data in abeyance, (e) reinterpreting the data, (f) peripheral theory change, and (g) theory change. Second, I present an analysis of nine factors that are hypothesized to influence which of these seven responses an individual will choose. I support these analyses with evidence from the history of science, from psychology, and from science education.
Keywords: Concept Formation,Educational Methods,Research Methodology,Cognitive Processes,Change Strategies,Learning Processes,Cognitive Psychology,Epistemology,Cognitive Restructuring
General School Subject: Geology, Paleontology
Specific School Subject: NA
Students: Undergraduate Students
Student Intuitions of Lines: Exploring their origins, uses, and interactions
Chiu, Ming M.
Abstract: In this study, I examined intuitive conceptions in geometry, focusing on their origins, uses, and interactions. Data included audio taped interviews of sixteen middle school students during pre- and post-tests. When asked to rank several paths between two points according to length, these students invoked four intuitive criteria: compression, detour, complexity, and straightness. My analysis of their explanations suggests that these intuitive conceptions originated from everyday experiences (such as motion).The students productively applied these intuitions to simple comparisons of paths (e.g. straight line vs. staircase), but spontaneously recognized their inadequacy for more difficult comparisons. Then, I taught them a new strategy: rearranging the linear pieces of the paths into horizontal and vertical components. In their post-test with additional paths three weeks later, most students continued to use their intuitions. After recognizing their inadequacy again, they independently and successfully applied their new strategy.In both pre- and post-tests, many students invoked multiple intuitions when comparing two paths. They tried to resolve these intuitions' interactions by ranking them and by integrating them.
Keywords: Concept Formation,Philosophy,,Misconceptions,Cognitive Structure,Constructivism,,,
Specific School Subject: Geometry
Students: Junior High School
The Effects of Instructional Strategies on Conceptual Exchange and Differentiation
Cho, Hee-Hyung
Abstract: Until recently, common instructional strategies and materials in the Korean middle school science classes have been primarily designed on the basis of learning models implied in behavioral psychology. As well known, behavioral psychology is the counterpart of various forms of positivistic epistemology(Margolis, 1984). Positivism implicitly suggests that scientific knowledge can be transmitted as it is from the cognitively systematized head of teacher to the undifferentiated or tabula rasa head of learner. In accordance with this tacit assumption, behavioral psychologists have proposed a mastery teaching model which consists of three general steps of instruction as follows: informing students the materials to be taught, verification of the information by the students through observation, and application of the knowledge acquired (Cosgrove & Osborne, 1985). Called conceptual formation and/or differentiation model by Ausubel et al.(1978), this teaching process presupposes that systematic lecture is one of the most usable teaching strategies in any science class and under any learning circumstance.
Keywords: educational methods,concept formation,theories,teaching methods,learning strategies,misconceptions,cognitive restructuring,learning theories,scientific concepts
General School Subject: chemistry & geology
Dealing with Students' Preconceptions in Mechanics
Clement, John
Abstract: This paper describes some of the major features of a set of units for dealing with students' preconceptions in mechanics. These units are being published in a curriculum guide book for teachers (Camp and Clement, et al, in press). The book is not a textbook but rather collection of lesson plans that specifically targets some of the most difficult areas in mechanics. The lessons use instructional techniques such as constructing visualizable explanatory models, class discussions of the validity of an analogy between a target problem and an anchoring intuition, and forming a structured chain of intermediate bridging analogies. The experimental group achieved pre-post test gains that were significantly larger than the control group's gains in each area. It is argued that: (1) rational methods using analogy and other non-empirical plausible reasoning processes can play a very important role in science instruction; (2) much more effort than is usually allocated should be focused on helping students to make sense of an analogy; and (3) researchers and curriculum developers should be focusing at least as much attention on students' useful prior knowledge and reasoning processes as they are on students' alternative conceptions.
Keywords: concept formation,educational methods,,cognitive restructuring,cognitive dissonance,learning strategies,constructional design,cognitive structures, misconceptions
A Process Approach in a College Level Physical Science Course
Coleman, Sharon L.
Abstract: Recently, Southeast Missouri State University redesigned its program for elementary education majors. Physical Science: A Process Approach is the name given to the physical science component of a unique sequence of four courses. The course employs the process approach and develops the course material in chemistry and physics with particular attention to those areas of content taught in the Core Competencies and Key Skills, state objectives for Missouri public schools. The learning cycle is used as a model to help students formulate ideas through hands-on classroom activities. The development of the course, its subject matter, teaching strategies, and student evaluations are discussed.
Keywords: concept formation,Educational methods,teacher education,scientific concepts,teaching methods ,curriculum design,,,
Sources of Misconceptions in Astronomy
Comins, Neil F.
Abstract: In this paper I describe a program I have begun to identify misconceptions about astronomy and to understand their origins and how they are replaced with new concepts. I begin by describing the protocols used for each part of the project. The data for this work comes from undergraduate college students at the University of Maine who take the (non-mathematical) Introductory Astronomy course I teach. In three semesters of this work 396 students have so far participated in the misconception-gathering part of the program. Of these, seventy-five were also involved in focus groups and writing about the origins and replacement of their misconceptions. Of the 5,500 misconceptions stated by the cohort, I have identified 553 separate misconceptions. Many of these misconceptions are described in various contexts below. I end by presenting a set of internal and external origins of these misconceptions I have derived from the lists and from the focus groups.
Keywords: Concept Formation,Educational Methods,Research Methodology,Scientific Concepts,Misconceptions ,Thinking Skills,Metacognition,Pilot Projects,
Specific School Subject: Astronomy
Students: Undergraduate
CHILDREN'S CONCEPTIONS OF EQUALS AND ARITHMETIC AND THE NOTION OF NEGATIVE PROCESSING
Cooper, Tom
Abstract: This presentation will report on two studies: (1) a cross-sectional study of children's understanding of equals and equivalence; and (2) a longitudinal study of children's proficiency with two-digit mental addition and subtraction. The first study found that children tended to hold a variety of meanings for equals depending on the context in which it was met, and to have a particlar unfamiliarity with the equivalence property of reflexivity and with equals as an operator, The second study identified and classified effective and inneffective mental computation strategies around the three perspectives of approach, process and calculation. In both studies, the children's incomplete and unproficient behaviours can be related to narrow conceptions and inneffective strategies, which in turn can be explained in terms of lack of knowledge and poor thinking processes. However, the two studies provided some evidence that, at times, children may have knowledge and thinking processes adequate for the situation, but not acitivate them because of the action of an inhibitor. This presentation will focus on one form of inhibitor, viz.,negative processing (Cooper, 1987), its role in misconceptions and implications for remedial instruction. It will discuss similar notions, e.g. the critic of Brown & van Lehn (1980), and provide examples of negative processing in children's responses to equals and computation situations.
Students: Years 1-10 (5-15 years old)
THE GEOMETRY OF CUBA'ÌO
Dal Pian, Maria Cristina
Abstract: This paper is concerned with the description of the knowledge of 'cubação', a peculiar method of measuring land used by peasants in Brazil. A geometrical formulation of such a knowledge is given, and implications for mathematics and schooling are raised. Research in Science Education has very largely treated knowledge from an essentially individual point of view. In this work, however, knowledge is regarded as a social entity realized in individual discursive action. Knowing becomes being a participant in a discourse and to possess knowledge is turned into to be able to operate a certain kind of discursive process. One argument raised in the paper is that communal knowledge can be supposed to have a large tacit component; and, as such, it does have structuring rules which are not consciously available to those who are regarded as operating within them. Commonsense relates to knowledge at the level of this 'fundamental structure'. The attempt to formalize 'cubação' had then, to face the methodological problem of inferring tacit structures from interviewing data.
Keywords: concept formation,teacher education,educational methods,thinking skills,concept formation,mathematical concepts,teaching for conceptual change,cognitive structures ,logic
Concept Mapping with computer support, laser disc and graphics applied to Microbiology
De Groot, Sally S.
Abstract: This presentation demonstrates and discusses a computer based instructional tool to teach various types of biology. in particular microbiology, that incorporates principles of concept mapping with electronic access to graphics, text and laser video disc material. The HyperCard application presents the learning strategy of concept mapping in detail, provides a bibliography, shows examples of maps, teaches the user how to identify key components of concept mapping, and lets the user design his own concept map from a list of selected concepts arranged about several general topics of microbiology.
Keywords: E. Tech, computer assisted instruction, multimedia,E. Methods, empowering students,concept mapping,Computer assisted instruction,multimedia instruction,concept mapping,empowering students,learning strategies ,
Specific School Subject: microbiology
Students: two year college students
An Investigation of the Educational Potential of Pupils' Written Questions in Science Teaching
de Jesus, M. Helena T. Pedrosa & Maskill, Roger
Abstract: A technique was developed that invited and encouraged pupils to write down their questions during science lessons. The results showed that pupils did have questions to ask and were able to write them down during class. Most of the questions were meaningful and at a higher cognitive level than typical oral ones.The educational potential of pupils' written questions was explored. It was found that pupils' questions could be used positively as teaching/learning tools. Teachers were able to adjust their approach to improve individual pupils' learning. It also helped teachers to be more reflective about their own practice and self-diagnose the daily teaching and learning in their classes.
Keywords: Educational Methods,Teacher Education,Research Methodology,Classroom Techniques,Naturalistic Observations,Motivation Techniques,Preservice Teacher Education,Constructivist Teaching,Learning Strategies
General School Subject: Chemistry & Physics
Students: Secondary School & Student Teachers
The Least-Squares Fitting Method in the Undergraduate Physics Laboratories
de la Torre, F. Cervantes; Chapou, J.L. Fernández; Hernández, R.T. & Vargas, C.A.
Abstract: The main purpose of the first Physics lab is to teach students good lab practices, including data analysis. We introduce regression analysis (least squares) in a first lab for Physics courses that may be either calculus or noncalculus based. We apply least squares to a series of experiments used for teaching data fitting via the computer and that allow the study of more complicated physical phenomena than a lab usually covers.
Effectiveness of Practical Work in the Remediation of Alternative Conceptions in Mechanics with Students in Botswana
Dekkers, Peter J.J.M. & Thijs, Gerard D.
Abstract: In science education a multitude of aims is pursued through practical work (Hofstein and Lunetta, 1982; Woolnough, 1991). Three categories of aims can be distinguished. Cognitive aims pertain to the development of problem solving skills, learning of scientific concepts and understanding of science and the scientific method. Practical aims involve the development of skills in performing investigations, skills in analyzing data and communication and cooperation skills. Affective aims are directed at enhancing attitude and motivation towards science and promoting a positive perception of one's ability to understand and influence the environment.
Keywords: concept formation,educational methods,,cognitive dissonance,misconeptions,cognitive processes,classroom techniques,,
Students: college freshmen/ high school seniors
The Philosophical Requirements to Explain Chemical Change in the Academic Laboratory
DeMeo, Stephen
Abstract: Element and mass conservation are integral to the understanding of chemical change. This essay argues that these two conservation claims are not adequately explained by the usual chemical syntheses which students perform in the academic laboratory. The syntheses considered involve the formation of a binary compound from two reacting elements. This type of synthesis is regarded as significant because it is the basis for more complex examples of chemical change. Within this context, element and mass conservation are explained by two different philosophical arguments. Element conservation in a compound is explained by first, the formation of the compound followed by the decomposition of that compound into the initial elements. Mass conservation is explained by quantifying both the reacting elements and compound. For various reasons, many compounds synthesized from elements cannot readily decompose to the elements and/or be completely quantified and therefore, do not adequately justify the conservation claims. Of a sample of 16 chemistry lab manuals that contain this type of synthesis, only one synthesis supports element and mass conservation. The chemicals involved, zinc, iodine and zinc iodide, enable the construction of sound and preferred arguments that could help promote conceptual change of students' misconceptions in this subject area.
Modifying Elementary School Teachers' Conceptions of Mathematics and Mathematics Teaching and Learning : A Strategy Based on Conceptual Analysis
Dionne, Jean J.
Abstract: Four problems, tied to the nature of mathematics, to the philosophy of mathematics, to epistemology and to learning theories, plagued mathematics education for years. And they still do. These problems are : - the heavy emphasis put on symbolism and notation (Ginsburg, 1977), - the great influence of formalism (Davis et Hersh, 1980),- the heavy presence of behaviorist learning theories (Dionne, 1988), - the exagerated focus that many teachers put on their pupil's answers instead of on their reasoning (Dionne, 1988).
Keywords: Teacher Education,Concept Formation,Educational Methods,Teaching for Conceptual Change,Constructivist Teaching,Cognitive Processes,Learning Processes,Comprehension,
Specific School Subject: Arithmetic
Students: Student Teacher
Methodological misconceptions: na•ve or not interested?
Doig, Brian & Adams, Ray
Abstract: This paper discusses the limitations of current methodologies for exploring 'misconceptions' and offers an alternative methodology which integrates various levels of sophistication of conception to describe a continuum of conceptual understanding. This approach recently employed in science education at elementary and junior high school levels used novel instruments (cartoons and short stories) to collect data from some 3000 children. This data was analyzed with item response techniques and continua constructed which allow educators to plan effective instruction for learners whose conceptions cover a range of sophistication, many of which may impede further learning.
Keywords: research methodology,testing,concept formation, measurement techniques,test interpretation,scientific concepts,concept formation,item response theory,constructivism
Specific School Subject: physical chemistry
Students: full time students
Error patterns and subtraction knowledge development - a comparison of methods
Dole, Shelley
Abstract: Many errors in arithmetical computation are not random or careless; they are learned and have become habitual, and often reveal little about the student's conceptual understanding of the computational principle. There is a need to assist students who exhibit habitual computational errors, as errors reflect the student's lack of meaningful understanding of the computational procedure. The success, however, of corrective instruction is affected by many factors. These include the educator's expertise, the student's prior experiences with learning failure, the student's response to corrective instruction, the nature of the learning difficulty, the accuracy of the error diagnosis, the relationship between the student and the educator, and primarily, the degree of transfer of learning from the corrective setting to the regular classroom.
Keywords: educational methods,testing,concept formation,error patterns,learning processes,cognitive psychology,mathematical concepts,misconceptions,empowering students
Using Computer-Based Graphing Methods To Enhance Integrated Science Process Skills
Drahuschak, Joseph M.; Harvey, Francis A.
Abstract: Students of today face many complicated and formidable challenges in education. One imposing modern advance -- our society's increasing dependence on technology -- compels our educational institutions to graduate a well-informed, scientifically literate populace. Today's students must learn how to cope with complex interacting systems and with a rapidly expanding knowledge base. Our schools need to develop instructional methods which not only enable the presentation of factual material, but which also promote the development of techniques for interpreting and handling knowledge. According to Lippert (1987), having cited the National Commission on Excellence in Education (1983), "Society's future depends on a citizenry that can 'think and reason creatively and deliberately, develop sound judgments of information, and understand and contend effectively with rapid and constant change...' " (p. 477).
Keywords: Educational Technology,Educational Methods,Concept Formation,Computer Uses in Education,Educational Strategies,Skill Development,Cognitive Development,Problem solving,Thinking Skills
Research on students' conceptions -- developments and trends
Duit, Reinders
Abstract: This papers aims at contributing to the discussion on future developments in our research field. In the first part, diagrams are presented that show the number of studies in specific domains of the research field -- mainly over the past 20 years. In the second part the significance of the constructivist view is discussed on the background of recent critiques of this position.Research in the field under review here started with investigating the role of students' pre-instructional conceptions in learning science concepts and principles in the mid '70s. In the beginning it was mainly students' conceptions on the content level which were taken into consideration. A few years later, students' conceptions of a more inclusive kind were regarded (including, for instance, conceptions of science and conceptions of the learning process). As well as this, teachers' conceptions of various kinds were given attention. The constructivist view has been the most important driving force in widening the original narrow perspective. When the term "students' conceptions" is applied in this paper it is embedded in the constructivist framework, i.e. it is employed in the mentioned inclusive way.
Keywords: philosophy,theories,,constructivism,piagetian theory,,,,
Diagnosing Students' Conceptions Using Portfolio Teaching Strategies: The Case of Flotation and Buoyancy
Duschl, Richard A. & Gitomer, Drew H.
Abstract: The adoption of performance-based or portfolio assessment strategies is a commitment to the reform of education that, by intent, will hopefully extend into the schools and the classroom. By changing the standards of performance expected of children we are indirectly changing the standards of performance expected of curriculum writers, supervisors and teachers. Consequently, changing the procedures and the standards for determining students' success in science will require that these assessment changes be supported by and be evident in changes in the learning environment of classrooms. Most would agree that if the performance assessment is the first instance where a student encounters new expectations and standards of learning, then the system of education for that child is inadequate. It isn't surprising, then, that educational standards initiatives like the New Standards Project are seeking school delivery standards or social contracts with school districts. The basic and compelling issue is what good is raising standards if the curriculum and instructional practices in schools do not contribute to the preparation of students to achieve the new standards.
Keywords: Concept Formation,Teaching for Conceptual Change,Thinking Skills,Empowering Students,Feedback,Informal Assassment,,,
Specific School Subject: Fluid Mechanics
Students: Middle School (6,7,8,)
Children's Constructions of Fractions and their Implications for Classroom Instruction
D'Ambrosio, Beatriz & Mewborn, Denise Spangler
Keywords: concept formation,,,misconceptions,,,,,
THE USE OF HYPERCARD IN DEVELOPING COMMON KNOWLEDGE: AN EXAMPLE IN CHEMISTRY
Ebenezer, Jazlin V.
Abstract: Current research on human learning and current knowledge about the processes that humans use to construct new knowledge have resulted in much "problem oriented" study of student conceptions (Driver & Erickson, 1983; Gilbert & Watts, 1983). The instructional strategies that have taken students' conceptions into consideration are known as "constructivist approaches to teaching," a translation of a constructivist perspective of learning to science education (Driver & Bell, 1986; Novak, 1988). These strategies aim at what is often called "conceptual change teaching," generally rooted in constructivist frameworks (West & Pines, 1985).
Keywords: Philosophy,Educational Technology,Teacher Education,Constructivism,Hypermedia,Constructivist Teaching,Cognitive Development,Cognitive Restructuring,Qualitative Research
An Instructionally Oriented Model for Enabling Conceptual Development
Ebert, Christine & Ebert, Edward S. II
Abstract: As might be expected, instruction in any academic discipline is a matter of making the complex understandable. The usual approach to such a task is to "disassemble" concepts into their component parts, or subconcepts, and to continue doing so until a level of complexity is reached which is commensurate with the intellectual capabilities of those receiving the instruction. The sequence of instruction for conceptual development, therefore, may be considered as resulting from conceptual subdivision on the part of the instructional planner. More often than not, such an instructional sequence is determined by authors of textbook and curriculum materials rather than the classroom teacher. However, effective instruction will frequently require that two conceptualizations be "deconstructed;" the concept to be taught, and the concept already held by the student. The latter, of course, falls squarely within the domain of the classroom teacher to both ascertain and then accommodate.
Keywords: concept formation,educational methods,teacher education,concept formation,misconceptions ,educational strategies,teaching methods,teaching for conceptual change,constructivist teaching
Specific School Subject: elementary science education
Students: elementary
SYSTEMATIZATION AS A BASIC PROCEDURE FOR LEARNING THE CHEMICAL CONCEPT OF SOLUTION.
Echeverria, Agustina
Abstract: The present work stems from an interest in the systematization of concepts in the teaching of Chemistry at Secondary School level, given the presupposition that systematization helps the student to generalize these concepts, a fact which favors the development of theoretical thinking for which the chemical theme "Solutions" was chosen because it finds itself in a privileged position to treat of conceptual questions seen that the study of the dissolving phenomenon, as well as the characteristics of solutions formed by the process require a series of pre-requisite concepts. Solutions, so much a part of everyday life, are an example of how an empirical observation, even if generally yielding a broad range of knowledge, is seen to be insufficient in explaining the origin, development and internal bonds of that which is observed by the senses. Being that as it is, the study of the object of knowledge, in this case, solutions, must be carried out by means of analysis, an abstraction, in complex movement of the human thought process where it operates on a purely conceptual level.
Keywords: concept formation,,,concept formation,scientific concepts,,,,
Development of Alternative Conceptions of Motion: A Comparison of Pupils' Responses in Three Countries
Eckstein,Shulamith Graus; Kozhevnikov, Maria & Lesman, Tehila
Abstract: A systematic study of children's ideas on motion was carried out in three countries: Israel (N=631), England (N=383) and Australia (N=357). An open ended questionnaire with four questions about motion was administered to intact classes of pupils from Grade 2 through Grade 12 (ages 7 to 18). The responses were categorized according to level of sophistication. For three of the questions, it appears that children pass through distinct, successive stages with respect to their conceptual understanding. A mathematical model was developed which gives the proportion of children in each stage as a function of age. It predicts that the proportion of subjects at each stage is a linear combination of decreasing exponentials, and it fits the data well.
Keywords: Concept Formation,,,Developmental Stages,Cognitive Development,Fundamental Concepts,Misconceptions,,
A study of seventh grade students' explanations of phenomena in an enquiry oriented biology laboratory.
Eilam, Billie
Metacognitive Monitoring of Mathematical Concepts Through Children's Writing in School Mathematics
Ellerton, Nerida F. & Clements, M. A. (Ken)
Abstract: After drawing attention to the growth of interest in different types of classroom activities that involve the writing of mathematics, this paper focuses on the idea that, through writing mathematics, learners can be assisted to monitor their own mathematical thinking. It is argued that the metacognitive advantages deriving from writing in mathematics can be of assistance not only to learners of all ages, but also to teachers in the sense that an analysis of students' writing in mathematics can provide a window into the mind of the writer.
Keywords: Educational methods,concept formation,,writing strategies,metacognition,thinking skills,mathematical concepts,learning processes,
Students: elementary and secondary
SOURCES OF MISCONCEPTIONS: THE CASE OF POWERS AND RADICALS
FARAH-SARKIS, FAIROUZ
Abstract: This study examines categories of misconceptions that appear frequently in students' written tests on powers and radicals.One hundred sixty eleventh grade students in the scientific track of the academic high school completed a test designed to uncover students' misconceptions in (a) meaning of powers and radicals, (b) operations on powers and radicals (c) relationship between both concepts. Solutions and methods used were analyzed, common misconceptions across students were identified and an investigation into the sources of the misconceptions under study was done through individual interviews with some students identified as having the misconceptions. Results showed that students' misconceptions were derived from:1- Interpreting radicals (when the index is greater than 2) either as powers or as square roots. This category had the highest frequency of misconceptions.2-Applying rules of multiplication of powers.3-Applying rules which are not related to the concepts of powers and radicals such as operations on negative numbers and simplified writing. Results also showed that with the increased use of the rules across the different grade levels the frequency of their incorrect applications decreased.
Keywords: concept formation,testing,theories,misconceptions,error patterns,generalization,mathematical concepts,protocal analysis,behavioral objectives
Microcomputer-Based Laboratories in Elementary Science: Young Children's Conceptions of the Tool and the Task
Farr, Pamela L.
Abstract: Recently, a third grade student was asked to explain how the computerized light sensing device he was using in his classroom worked. He confidently replied, "It sucks up light." Upon further questioning, he proceeded to explain that the light is then transported to the computer, where the computer "tells how much [light] there is". When probed still further about what other things might work in the same manner as the light probe worked, the student indicated that the probe worked much like the human eye. "Does your eye suck up light, too?" he was asked. He replied in the affirmative. When asked if it was possible to feel his eye 'sucking up light', the student paused briefly to consider, and then responded. "Yeah," he said, "you know, like when you look up at the light and it hurts."
Keywords: concept formation,educational technology,research methodology,misconceptions,scientific concepts,computer uses in education,courseware,protocol analysis,qualitative research
A Connectionist Approach to Information Transfer Between Short-Term and Long-Term Memory: Suggestions For Instruction, Counselling and Research
Farrokh, Kaveh
Abstract: Based on experiences with Concept Mapping at Langara College, a theory of information transfer between short-term memory (STM) and long-term memory (LTM) is proposed. A neuron-network/mathematical model based on Rummelhart's connectionist theory (1989) is proposed as to identify the process in which elements of LTM encode new incoming information from STM. Information in LTM is viewed in connectionist analogy in which pieces of information are integrated together. Learning is explained via mathematical models presenting changes in connection between incoming STM units and LTM. Relevance (a mathematical/theoretical construct) is proposed as a necessary facilitator for successful integration and accommodation of STM unit(s) by LTM to occur. Each STM information unit must be compatible with its counterpart(s) in LTM in order for successful integration to occur. An STM unit can simultaneously be connected and integrated to descriptive, semantic and declarative memories or episodic memories. More "connections" between the STM unit and different types of memories in LTM increases speed and efficiency of recall. The final section draws a comparison of the theoretical perspective discussed in the paper with the learning process in concept-mapping. The paper ends with suggestions for research, instruction and counselling.
Keywords: Theories,,,Learning Theory,Concept Formation,Cognitive Mapping,,,
An Exploration Into the Educational Applications of Concept-Mapping with the Aid of Virtual Reality Technology
Abstract: This paper explores the emerging role of multimedia technology in education with respect to concept-mapping. A brief sketch is made with respect to developments in software and hardware technology with respect to education. The latest technology with potential applications to education, namely virtual reality, is viewed with respect to the role it plays in education. Thereafter, possible applications of virtual reality technology are explored with respect to concept-mapping. The paper ends with a number of conclusions and suggestions with respect to virtual reality and concept-mapping.
Keywords: Educational Technology,,,Learner Controlled Instruction,Educational Innovation,Multimedia Instruction,,,
SEARCH FOR MATHEMATICAL MODEL OF SCIENCE EDUCATION
Ferbar, Janez
Keywords: theories,concept formation,teacher education,learning theory,linguistic theory,cognitive structures,cognitive processes,teaching for conceptual change,
HEMISPHERES RELATION FOR BOTTOM-UP AND TOP-DOWN CONCEPT-MAPS CONSTRUCTION
Fidelman, Uri & Thimor, Jacob
Abstract: Student-teachers were instructed about the construction of concept maps. Both top-down and bottom-up approaches were presented to them. The students prepared concept-maps as exercises. They were divided into two groups. One included the students whose concept-maps were top-down. The other included the students whose concept-maps were bottom-up. These students were also tested for measuring the efficiency of the left and right cerebral hemispheres. We define "the dominance of the right hemisphere" as the difference between the standardized scores on the right hemisphere and the left hemisphere. The dominance of the right hemisphere's values of the members of the two groups were compared by the Mann-Whitney test. It was found that the dominance of the right hemisphere of the top-down group was larger than that of the bottom-up group. This result is significant at p<0.05 in a 2-tailed test. A theoretical explanation of this phenomenon is suggested.
Learning in Science as Affected by Perceptions of the Nature and Functions of Models
Finegold, M. & Smit, J.J.A.
Keywords: concept formation,teacher education,educational methods,scientific concepts,misconceptions,teacher background,teacher education programs, change strategies,scientific methodology
Misconceptions as indispensable steps toward an adequate understanding of physics
Fischer, Hans E. & Breuer, Elmar
Abstract: This paper will explain difficulties of students during their learning of physics and it will make a proposal to describe students' starting points of adapting the physicist's "true" concepts. Let us start with a characterisation of the term "misconception". To be able to decide if a conception is a misconcept or not the standard has to be the expert's knowledge. As a matter of fact most of the investigations about misconceptions are based upon not only the expert's knowledge but the expert's way of learning, too. Under the headline: what is good for an expert must be good for a student, many units, teaching strategies and so called learning strategies were created which propagated a better way of learning physics. As we understand now there is no best way of learning physics in general. If we go into detail, we have to state that there are many ways of learning physics and that we are able to identify classes of learning pathways which are miles away from the "ideal" one of an expert. Maybe that the first not very deep going description of learning processes gives us some evidence for the existence of misconceptions. But what happens if we use another theory about learning as a microscope? Theories about the individual constructions of knowledge lead us to a point of view which takes the observed student's aims of action as standard, not the expert's. Describing learning processes leads us to categorize types of learners. It is obvious that those categories have to have their roots in a theory about learning in general and not about how an expert solves given problems. One of those theories will be outlined in the following:
Keywords: Learning Processes,Comstructivism,Qualitative Methodology (hermetic content analysis),,,,,,
Students: grade 10,11 high school
Acquiring Concepts about the Structure and Behaviour of Air: Productive Process or Undesirable Outcome?
Fleming, Keith & McPhan, Gregory
Abstract: The ability of children to apply scientific concepts to 'everyday' phenomena appears to emerge late in secondary schooling. These acquired concepts, however, must often take their place beside personal beliefs about the world which remain intact despite the numerous cognitive challenges faced by students. One issue confronting classroom practitioners is whether they can facilitate the acquisition of scientific perspectives from within the students' constructs by taking full account of the social and cultural factors which may be significant determinants of concept acquisition.This study is a preliminary investigation of concept acquisition across age groups. A questionnaire based on the structure and behaviour of air was used to obtain a 'snapshot' of students' ideas in the eight to seventeen age range. The results suggest that formally useful concepts which are introduced early in school curricula may not necessarily be personally useful for many students. Some of the implications for teaching are considered in the light of the crucial role teachers play in helping students to resolve the gulf separating their ideas from the scientific paradigm.
Keywords: Concept Formation,Testing,Research Methodology,Fundamental Concepts,Misconceptions,Data Collection,Data Interpretation,Scientific Concepts,Learning Processes
PARTIALLY POSSIBLE MODELS ON THE CONCEPTS OF FLOTATION AND PRESSURE
Flores, F.; Gallegos, L.; Covarrubias, H.; Vega, E.; Rosas, M.; García, B.; Alvarez, M.A.; de León, S. Díaz; Lizárraga, P. & Meza, A.
Abstract: A large part of research on Physics and General Science Education has been mainly focused in determining student's previous ideas or preconceptions (Driver, 1989; Viennot, 1979; McCloskey, 1978). Previous ideas present us a set of notions that the student constructed and which are not only his phenomenological referents but rather cognoscitive constructions that are used as a frame for interpretation for other concepts.
Keywords: cognitive structures,concept formation,misconceptions,physics,fluid mechanics,models,,,
SCHEMATIC MODEL FOR CATEGORIZING CHILDREN'S ERRORS IN MATHEMATICS
Fong, Ho-Kheong
Abstract: The paper is concerned with the analysis of children's errors in solving mathematical problems. Previous studies in error analysis were reviewed and errors were synthesized which result in a form of deficient or erroneous knowledge network: language, operational, mathematical thematic and psychological types of knowledge. The present study looks into the types of errors made by pupils in the process of solving problems. A schematic model describing the errors made is developed which comprises two levels. The first level is categorized in terms of strategic schemas. With respect to this, five categories of errors are identified: no solution, using irrelevant procedure, incomplete schema with no errors, incomplete schema with errors and complete schema but with errors. The second level is categorized in accordance with the classical ways of classifying errors. The second level is thought to be subsumed under the first level of errors. The paper describes the procedures and the methods which lead to the development of the model on the basis of pupils' schematic knowledge in solving a ratio and proportion problem.
Keywords: Concept formation,research methodology,educational methods,misconceptions,content analysis,task analysis,cognitive processes,problem solving,qualitative research
General School Subject: math
Specific School Subject: ratio & proportion
Changing Teacher Verbal Behavior
Fonseca, Jesuina M.B. & Conboy, Joseph E.
Abstract: Teacher preparation programs with specific objectives and emphasizing specific skills will yield specific effects on teacher behavior. Observation- and feedback-providing strategies are effective tools for changing teacher behavior. Effective student learning requires appropriate actions on the part of the teacher including the promotion of a classroom environment characterized by good communication and self-analysis procedures. Secondary school science and technology teachers in an in-service program in southern Portugal (N=19) were assigned to one of two conditions. Experimental subjects attended an in-service education program consisting of ten two-hour sessions over a three-month period. Both groups recorded two 15-minute interactions with their students. Two observers coded the recordings for instances of verbal initiating behaviors, verbal responding behaviors and the use of good verbal human relations behaviors. Teachers attending the in-service program exhibited significacntly more human relations behaviors and more responding behaviors than teachers who comprised the control group. The ratio of responding to initiating behaviors was significantly higher in the experimental group. The research extends the findings of other authors to a non-Anglo/American culture. The in-service program was effective in developing interpersonal and self-analysis skills and improved teacher verbal behavior.Please note that this was an oral presentation only.
The Application of "Misconception" Research Experiences in Teacher Education: Integrating Misconception Research into the Classroom
Furuness, Linda K.B.
Abstract: Much misconception research has been published since the mid 1970's. And, some of the suggested "treatments" have been tested in classrooms. However, there appears to be very little published about how teachers have come to understand the misconception literature and how successful they have been in implementing this knowledge in their classrooms. In truth, getting teachers to understand the research itself and then integrating it into their classroom curricula is the most difficult aspect of bringing about conceptual change in students. This paper outlines a graduate science education course for teachers offered at Indiana University Purdue University Indianapolis (IUPUI) that attempts to address the above problem.
Keywords: teacher education,educational methods,concept formation,teaching for conceptual change,instructional development,misconceptions,constructivist teaching,,
General School Subject: all sciences
Students: graduate (teachers)
A Study on the Teaching Strategy of Force and Motion: A method of exchanging the students' misconceptions with scientific knowledge
Furuya, Koichi
Abstract: In the past several years there has been a significant increase in research dealing with students' misconceptions of science prior to formal instruction (Gilbert & Watts, 1983; McCloskey, Washburn, & Felch, 1983; Fisher, 1985). These previous works show that even after formal instruction misconception will remain and may play a crucial interfering role in the learning of any field of science. What kind of teaching methods should science teacher employ in the classroom?
Keywords: Teaching Method,Cognitive Restructuring,Constructivism,Misconceptions,Metacognition,Comparative Testing,Pretests Posttests,Control Groups,Experimental Groups
The Influence of Microcomputer-Based Labs on Childrens' Conceptions of Temperature and Temperature Change
Gale, Charles I.
Abstract: This study examined the influence of five microcomputer-based labs on eight fourth-grade students' conceptions of temperature and temperature change. The students were chosen by means of a screening test that was designed to identify those students who held alternate conceptions about the intensive property of temperature and about the influence of volume on the time for warming and cooling common liquids. Data about student conceptions was collected through interviews and transformed into conceptual inventories for presentation and analysis. After MBL there was favorable conceptual change in several areas: fewer students reported that some objects don't have a temperature; more students exhibited a correct conception about the intensive property of temperature; students more often reported correct temperatures on thermal equilibrium tasks; and the perceived influence of the role of air in causing temperature change, in determining equilibrium temperature, and in determining the time for temperature change was reduced. Half of the students improved their conceptions about the influence of volume on the time for temperature change. The students did not however, exhibit clear or accurate conceptions about heat, either before or after MBL. Implications for practice are presented.
Keywords: Concept Formation,Educational Methods,Educational Technology,Misconceptions,Qualitative Research,Concept Fromation,Computer Uses in Education,Constructivism,Learning Processes
Students: Elemetary School
Perplexity of the FIELD concept in teaching-learning aspect
Galili, Igal
Abstract: The 'field' concept, being of the central importance in physics curricula, deserves much more elaboration besides the formal introduction employed by most of the textbooks. The recently performed study with high school students and prospective teachers shows that some misconceptions that students have learning electricity and magnetism could be explained as stemming from the unawareness of the methodological change introduced to the interaction description in electricity and magnetism by the concept of field. A misinterpretation of the applied method to treat interaction, in its turn, can promote the revival of the 'mechanics' misconceptions about interrelations of forces, force and motion, work and energy, etc.
Keywords: scientific concepts,misconceptions,concept teaching,fundamental concepts ,cognitive structures ,educational strategies,concept formation,,
Specific School Subject: electricity & magnetism
Students: high school, college
Weight and Gravitation are Different Concepts
Abstract: The approach to equate two fundamental concepts, weight and gravitation force, is a simplified definition of weight currently adopted in introduction courses of physical science. It appears that this definition can mislead students in their interpretation of a state of weightlessness they observe as a reality inside a coasting satellite. The reported study, which covered intermediate - high school students, students of a pre-academic studies university department and pre-service teachers, shows that post-instructed students kept to distinguish weight from the gravitational force. The strategy of equating the two concepts - weight and gravitation force is interpreted as causing a series of misconceptions related to the state of weightlessness and is interpreted as provoking wrong inferences about the gravitational interaction. The alternative definition of weight might be more effective as a teaching strategy stimulating the students' correct understanding of physical phenomena.
Keywords: fundamental concepts,scientific concepts,misconceptions,concept teaching,educational strategies,constructivist teaching,cognitive structures, concept formation,
Specific School Subject: mechanics (weight)
Students: junior high, high school
Analysing verbal interaction between teacher and pupils on tenth grade physics classroom.
Garrido, Elsa & de Carvalho, Anna Maria Pessoa
Abstract: Students misconceptions have been widely investigated. Research has shown how robust they are, outliving teaching that contradicts them. According to Posner's theory of conceptual change (1982), teachers can facilitate the processes of accommodation. This may be achieved: a) by confronting students' existing concepts against facts; b) by pointing out contradictions among points of view; c) by asking for consistency; d) by making a given scientific theory intelligible, plausible and fruitfull.
Explicit Signaling of Causal Relationships: A Text-Based Organizational Strategy to Help Elementary Teachers Understand Science Demonstrations
Gates, Rosalyn H.
Abstract: The purpose of this paper is to describe a text-based organizational strategy called explicit causal signaling and to demonstrate how it can be applied to create clear and understandable text explanations of science demonstrations for readers who do not possess extensive science background knowledge, namely, elementary preservice and inservice teachers. The strategy was used in the author's doctoral research in restructuring science text (Gates, 1992) and is supported by research-based practice in the areas of reading instruction and text comprehension (Beck, 1989; Cooper, 1993; McNeil, 1987; Vacca & Vacca, 1993). The theoretical framework that underlies the strategy comes from the writings and research of educational psychologist, Richard Mayer (Loman & Mayer, 1983; Mayer, 1987; Mayer, 1984; Mayer & Greeno, 1972), and will also be described. The paper is organized into four major sections and a summary. The first section defines and describes expository text structure and the organizational strategy of signaling in text. The next section establishes the importance of clear text organization as an aid to comprehension. The third section provides some examples of causal explanations for an air pressure demonstration that lack text clarity and consequently make comprehension difficult, especially for elementary school teachers. The last section explains, step by step, how to apply the strategy of explicit causal signaling to clarify text explanation and thus improve reader comprehension. The paper then concludes with a brief summary of the major points established in the discussion.
Keywords: Educational Methods,Teacher Education,Concept Formation,Learning Strategies,Comprehension,Cognitive Processes,Teacher Educators,Teaching Methods,Teachers
Using Multiple Representations of Ethnographic Data to Integrate Interdisciplinary Research Perspectives
Gay, Geri & Mazur, Joan
Abstract: User acceptance and usability of a computer system are major issues in the development of systems for networked collaborative design and problem solving. It has been suggested that user acceptance would increase if tools were informed by reliable information about the needs and desires of potential users, and the setting in which systems are intended to be used. One approach to building effective online systems is to collect descriptive, qualitative information on complex real work settings. Video-based data is particularly suited for representing such qualitative information because it captures information at several levels of expression (speech, actions, milieu) and thus lends itself to multiple interpretations.
CONCEPT-RELATIONSHIP KNOWLEDGE STRUCTURES: APPLICATIONS IN EDUCATION
Geldenhuys, A E & van Rooyen, H O
Abstract: We believe that teaching/learning can only be successfully pursued if based on a formal model that is used in the design, analysis, presentation and testing of instructional material. This seems to hold at all levels of education, from general curriculum planning to detailed lesson design. In an attempt to fulfil this need we have defined and applied a model called a Concept-Relationship Knowledge Structure [CRKS]. This model has a sound formal mathematical basis which makes computer implementation easy. Opportunity for interaction between the developer(s) and the model is provided, and the integrity of the model can be automatically checked at each stage of design. Analogical reasoning is formally defined, and is shown to be applicable in choosing examples, in problem solving, and in the construction and use of models in teaching and learning. Our use of the model is scientific in the sense that it is used to make predictions which are tested, producing useful feedback to the model. We argue that moving towards a science of education is not possible without a theory of teaching/learning that is based on a formal model. In this paper we give a brief informal description of the main facets of our work on the use of CRKS's in education.
Keywords: Knowledge representation, Concept-names, Relations of arities, Syllabuses, Design, Analysis, Presentation, Analogical reasoning (formal), Theory of teaching/learning
Students' Misconceptions in Biological Subject Areas and Consequences in teaching Biology
Gerhardt, Almut; Piepenbrock, Christiane & Rusche, Gabriele
Abstract: Students' misconceptions in biology have been rarely investigated in Germany (SCHAEFER 1983 a, b, HEDEWIG 1988, GRAF 1989, GERHARDT/PIEPENBROCK 1990, 1992). In our research group (Gerhardt, Piepenbrock, Rusche) we are studying students' misconceptions in different biological subject areas (Fig.1). Grades 1 and 4 of the primary schools and grades 5, 7 and 10 of the secondary schools I (Sekundarstufe I) in North Rhine - Westfalia are involved in these studies.
Keywords: Misconceptions,Constructivism,Learning Processes,Tests,Data Interpretation,Concept Formation,Qualitative Research,Educational Strategies,Classroom Techniques
General School Subject: Biology Sciences
Different uses of learners conceptions from constructivist models to the allosteric model
Giordan, André
Abstract: The idea that the student participates actively in the development of his knowledge is certainly not new. In the past fifty years, Piaget, Bruner, Wallon, Kelly, Gagné, Ausubel, Novak have in turn developed this theme. It is true that this idea was already found with a certain constancy in the pedagogical literature since the Renaissance. Montaigne, Rabelais, Rousseau, Fénelon, Kant, and then Cramaussel, Clapar�de, Montessori, Decroly, Ferri�re, Dewey, Freinet had already emphasized the importance of the child and of its methods of learning, without however giving themselves the actual means to know these methods better. The work on the conceptions of the learners goes however much further when it comes to the mechanisms in play in the act of learning. It renews the question of cognitive learning. It refutes certain well-established ideas of contemporary psychology, notably showing certain limits of constructivism. Since then, scientific education could no longer target the acquisition of knowledge (contents and modes of reasoning) without concerning itself with the field of significance of that knowledge to the learner. By the same token, it could no longer evade the frameworks and the referential practices which conditioned these acquisitions and their ulterior mobilization. In this context, new models have been produced, for example the allosteric learning model, which we have corroborated in classrooms. As well as providing some insights into the functioning of thought, it puts the accent particularly on a environment which facilitates the learning.
DIAGNOSIS OF ALTERNATIVE CONCEPTIONS IN SCIENCE IN SPANISH PRIMARY SCHOOL STUDENTS
González, Fermín Mª.
Abstract: We are living at a crucial moment in the field of education in Spain. The accelerated pace of current life and the adaptation to technological, social, economical, political changes, call for new services from educative settings. Innovative actions which affect the "common places" of education are necessary (SHWAB, 1973; NOVAK, 1989).With the 1991/1992 academic year a gradual process of reform of education in Spain has been initiated, related to both primary and secondary school levels. The theoretical basis of the reform are contained in the so called "white book". The psycho pedagogical principles and the contents corresponding to the different areas of the curriculum are detailed in the book which, also, emphasises "meaningful learning".
Keywords: Theories,Concept Formation,Educational Methods,Educational Theories,Concept Teaching,Misconceptions,Concept Mapping,Curriculum Design,Instructional Design
Specific School Subject: Geology
Students: elementary, undergraduate
Reforming the Physics Laboratory: From Theory to Practice.
Gosper, Maree; Cheary, Robert; Hazel, Elizabeth & Kirkup, Les
Abstract: In Australia, science courses in general and physics in particular are experiencing difficulties in attracting high ranking students. This is reflected by the lower entry requirements compared with courses in medicine, law, business studies or humanities. On the whole, the highest ranking high school students enter disciplines associated with high prestige, high salaries and job security or those which are perceived as new, challenging and stimulating. For students who do enrol in science courses the retention rate is often poor. Over the last ten years less than half the students entering Physical Sciences courses at the University of Technology Sydney (UTS) have gone on to graduate.
Students: undergraduate 1st year
Experiences With Student Growth From Fatalism to Natural Law Concepts in High School Science Courses
Greenberg, Jon
Abstract: Fatalistic students devalue schooling as arbitrary and unhelpful, and see themselves as passive subjects of authoritarian adults and the whims of fate. Failure to encourage natural inquisitiveness often leads such students to view the world as capricious, unknowable, and uncontrollable. The author challenged this view in three ways: By validating alternative epistemologies (empirical, poetic, and doctrinal), by modelling skepticism and renouncing the role of information authority (inquiry and socratic formats), and by respecting data (personal experience) as a source of knowledge. The interpretation of data was used to develop the ability to "read the logic" inherent in the physical world, leading to the conclusion that it is orderly. For instance, students made generally accurate predictions about habitat, behavior, diet, and reproductive strategy from gross anatomy. After making this transition, students sought explanations that often exceeded the abilities of the teacher! The author speculates that an orderly world view may also contribute to emotional health. Participants are invited to share their own experiences.
Keywords: Educational Methods,Concept Formation,Philosophy,Change Strategies,Inquiry,Cognitive Restructuring,Thinking Skills,Skill Development,Educational Objectives
COGNITIVE ABILITIES, PSYCHOLOGICAL MOTIVES, AND SOCIAL INTERACTIONS AS COMPONENTS OF LONG-TERM LEARNING IN BASIC ELECTRICITY
Grob, Karl; Rhöneck, Christoph v.; Schnaitmann, Gerhard W. & Völker, Bruno
Abstract: Since research in learning and instruction turns back to the process of understanding, the learning of the student is seen as an active process of knowledge construction. In this context learning means "to develop understanding" or "to know something well that was unknown before". This process can only be studied in a specific knowledge domain. In our case, students' conceptions, concepts and rules in physics, and integrated knowledge of the circuit as a system belong to the specific knowledge domain. If in this first approximation the cognitive aspects of learning are emphasized, learning should not be seen as a process without emotions. It is a principle of learning psychology that cognitive and motivational processes are intermixed, when learning takes place. The handy formulation of "will and skill" (Salomon 1987) describes this evident fact. Besides cognitive actions and motivational states it is important for the learning of the student how he or she perceives the environment. It ranges from more distal cultural and social influences to the proximal social interactions with teachers and class-mates, which define the social climate in the classroom. Especially, in the case of long-term learning the class climate may influence the learning processes.
Keywords: Educational Methods,Research Methodology,Concept Formation,Cognitive Psychology,Learning Strategies,Causal Models,,,
Specific School Subject: Electronics
BASIC CONCEPTS OF MECHANICS, ALTERNATE CONCEPTIONS AND COGNITIVE DEVELOPMENT AMONG UNIVERSITY STUDENTS
Gómez, Plácido & Caraballo, José N.
Keywords: Concept Formation,Testing,,Fundamental Concepts,Scientific Concepts,Comprehension,Misconceptions,Piagetian Theory,Tests
Evolutionary Reasoning in Answers to Two Questions Used to Measure the Development of University Students' Understanding of Evolutionary Theory
Halldén, Ola; Hansson, Gunnar & Skoog, Gunnel
Keywords: Concept formation, research methodology, scientific concepts, misconceptions, comprehension, data interpretation, qualitative research, undergraduate students, biology
A "Peer Interview About Complex Events" Method as Used in an Investigation of Students' Preinstructional Knowledge of Mechanics
Hamilton, David J.
Abstract: An important aim of conceptions research is to determine the nature and content of students' knowledge prior to instruction. Methods used to investigate students' preinstructional knowledge of mechanics include a number of variations in which subjects are asked to respond to physics questions or tasks. Some involve giving students paper and pencil tasks such as open-ended qualitative dynamics problems (Clement, 1982; Viennot, 1979) or multiple choice problems (Halloun & Hestenes, 1985; Whitaker, 1983) . Others involve interviews of students such as the interview-about-instances (Osborne & Gilbert, 1980) and the interview-about-events (Gilbert, Osborne, & Fensham, 1982) methods where the interviews are organized around physics concepts such as force. These types of methods have generated student answers and explanations some of which, when judged by the standards of classical mechanics, are incorrect. Analysis of the mistakes has led to varied claims regarding students' conceptions. These studies and the claims generated thereby have enjoyed great currency.
WRITING TO LEARN STATISTICS: MAINTAINING LEARNING JOURNALS IN ORDER TO IDENTIFY AND ADDRESS UNDERGRADUATE STUDENTS' MISCONCEPTIONS
Hammett, John E. III
Abstract: This workshop focuses on the use of writing to learn statistics. In particular, it concentrates on the role of the three-column divided page learning journal within the undergraduate introductory statistics course as a means by which instructors can identify and then address students' misconceptions. This presentation is interactive by design. It provides the opportunity for workshop participants to experiment, on a limited basis, with this type of journal writing first by attempting and then by sharing sample entries. Constructive criticism and suggestions are encouraged from the participants, since the associated research is still in progress. Whenever appropriate and for illustrative purposes, verbatim-transcripted excerpts from actual student journals are included in the discussion. The journal excerpts included in this document represent the variety of samples discussed during the interactive workshop. The names of the student authors of the journals have been changed to provide these individuals with anonymity. Furthermore, any implication that gender is an important issue or a mitigating variable for this research is unintentional. Most, if not all, of the journals discussed at this workshop were written by women; this scenario arguably reflects only the prerogative of the presenter in selecting exemplary material, as well as the demographics of Centenary College, the small private Liberal Arts college at which all of the research subjects studied statistics. At the time the journals were written, Centenary was in transition from single-sex (i.e., an all-female full-time student body) towards truly co-educational status, so male students were clearly in the minority in all classes.
Keywords: Educational Methods,Concept Formation,,Writing Strategies,Classroom Techniques,Educational Strategies,Comprehension,Misconceptions,Mathematical Concepts
Specific School Subject: Statistics
Students: Nonmajors
Going Beyond the Written Word - what performance assessment can tell us about concept understanding
Harmon, Maryellen
Abstract: This paper will discuss the science portion of some of the early findings of a study of multiple choice and alternative forms of assessment presently being conducted in urban schools by Boston College, Center for the Study of Testing, Evaluation, and Educational Policy. The study, under the title Urban Development Assessment Consortium (UDAC) is targeted for 11 major urban school districts and aims to develop assessments that will meet two requirements: to provide diagnostic information to classroom teachers and local school administrators for the improvement of instruction, and at the same time to provide a monitoring system to district evaluators and policy boards. Teachers need information on what students are thinking and how they are personally making sense of what is taught, information that is not provided merely by the student's ability to select a correct answer on a multiple-choice test. School districts need information on the strengths and weaknesses of schools in effecting student learning so as to know where to allocate resources, what kinds of teacher training to provide, where innovations are more effective than prior programs and should be supported, and where there may be waste of resources in ineffectual programs. Districts and institutions of higher education presently make high stakes decisions based on the results of commercially available multiple-choice tests which in fact do not sample higher order thinking or in-depth concept understanding, and tell little or nothing about students' abilities to solve the kinds of poorly structured non-routine problems they will meet in future life. Although the initial findings discussed here are very early and partial, and therefore any conclusions must be at best tentative, I believe some description of both process and results is relevant to the intent of this seminar for a number of reasons.
Pupils' Understanding of Ecological Processes and Their Conceptions of Matter
Helldén, Gustav
Abstract: This paper reports on a longitudinal study of pupils' understanding of ecological processes, with emphasis on how their conceptions of matter influence the development of their understanding those processes. A class of 25 Swedish pupils is being followed from age 8 to 15 in an interview study using the revised clinical method.The pupils' ideas were challenged by cultivating plants in closed transparent boxes, and investigating leaf litter. Initially, the pupils expected the plants to die, and constructed a 'use up model' in their minds to explain how water and air were consumed. When they saw plants survive they used a 'cycle model' to explain how the organisms maintained life-supporting resources. Some pupils thought that water, air and oxygen were formed during the cycle. Many pupils thought that soil is the ending place for matter in decomposition, with the result that the Earth would increase in size. Other pupils constructed explanations as to why the size of the Earth does not change, such as matter disappearance, displacement, modification, transmutation and chemical/biological interaction. Pupils' ideas about the transformations of matter can be explained by their limited conception of the gaseous state.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Cognitive Structures,Learning Processes,Cognitive Processes,,
Students' Understanding of the Concept of "Current": Language, Models, Definitions
Helm, H. & Jiya, Z.
Abstract: Interviews conducted by one of us (Z.J.) with thirty first-year students at the University of Fort Hare (Ciskei, South Africa), whose home language is Xhosa, show that although these students had received extensive instruction about the concept of current, including its formal definition, and its application to simple D.C. circuits, they held alternative conceptions concerning current and electrical conduction of a kind previously noted by many researchers. The way the students use the particle model suggests that it serves only to reinforce their existing conceptions. A highly significant feature of these interviews is that in none of them does a student make any reference to the formal concept of current as amount of charge flowing per unit time. We therefore suggest that relevant teaching strategies should give major attention to clarifying quantitative as well as qualitative ideas about flow, and that because of the baggage of alternative meaning attached to the word current, the use of the latter term as the concept name should be delayed as long as possible in the teaching sequence. We contend that unless these things are done, students will be seriously handicapped in trying to integrate their measurements and observations of phenomena in D.C. circuits into a meaningful conceptual structure.
Changing learners' understandings using a computer-augmented curriculum for mechanics
Hennessy, S.; Twigger, D.; Driver, R.; O'Shea, T.; O'Malley, C.E.; Byard, M.; Draper, S.; Hartley, R.; Mohamed, R. & Scanlon, E.
Abstract: This paper describes the development and classroom evaluation of an experimental 'curriculum' for teaching mechanics concepts to secondary school children. The curriculum integrates experiments using a series of interactive computer simulations of force and motion with real practical activities. Four scenarios were designed which underpin the sequencing of the material taught. The aim was to promote change in learners' understandings of physical phenomena, by first making them aware of the limitations of their current conceptions, and then by enabling learners to develop and use a conceptual framework which both fits with their experience and is internally consistent. An empirical evaluation was undertaken over a 7-week period with a class of twenty-nine 12- to 13-year-olds. The intervention was found to promote conceptual change, in that the children displayed more sophisticated reasoning at immediate and delayed post-tests than their counterparts in comparison classes. Specifically, explanations asserting that motion implies a force in the same direction and those excluding friction as a force opposing motion were significantly less prevalent. An interesting phenomenon was observed in that both prior and goal (newtonian) conceptions in this domain increased.
DEVELOPMENT OF A DIAGNOSTIC TEST TO DETECT MISCONCEPTIONS IN MENDELIAN GENETICS AND MEIOSIS
Hernández, Virginia & Caraballo, José N.
Abstract: The diagnosis of previous knowledge and the exposition of misconceptions to estimate conceptual understanding is recognized as a need in science teaching. To meet this need a diagnostic test was designed using the methodology proposed by D. Treagust in 1987. The instrument assesses misconceptions in mendelian genetics and meiosis of non-major college biology students. It consists of 21 multiple-choice two-tier items, and is known as the Diagnostic Test of Mendelian Genetics and Meiosis. The test was administered to 197 students. The internal consistency coefficient (Cronbach alfa) was 0.61, and its stability coefficient 0.70. Item analysis revealed indexes of difficulty and discrimination of 0.39. Students' scores showed a positive and significant relation with reference to both student achievement in mathematics and the grades of the unit test offered by professors in charge of the courses. Thirty-two misconceptions were identified, some of them related to Puerto Rican and Latin American social beliefs. Based on the finding, recommendations for classroom instruction are presented.
Keywords: testing,Concept Formation,,Misconceptions,Test Construction,Scientific Concepts,Group Testing,Evaluation,
Where's the Student in Project DISTIL?
Hewson, Peter W.; Lyons, Lyman; Freitag, Patricia K. & Hollon, Robert E.
Abstract: The need to take account of students' conceptions of the natural world in the teaching of science has received increasingly wide acceptance over the past 15 years. As a result an important question for teachers is: How do I know where my students are, intellectually and conceptually speaking? This has led researchers and teachers to employ a number of different techniques that use both verbal and written feedback from individual students in order to elicit the content, structure, and context of students' conceptions. Researchers have found open-ended interview techniques essential to discover the complex and detailed nature of these conceptions. Teachers, on the other hand, have increasingly come to use instruments with written feedback and limited options for pragmatic reasons: they need the information immediately. So individual student testing, ubiquitously used for assessing learning and grading students, has come to be used in a new role: that of eliciting student conceptions. The familiarity of these procedures appears to have made the transition a relatively easy one for many teachers.
Keywords: Teacher education,educational methods, testing,informal assessment,learning activities,teachers,observation,classroom techniques,theory practice relationship
Specific School Subject: biology, chemistry, physics
Promoting self-control of mathematics learning for pre-service primary teachers
Hill, Lola
Abstract: The qualitative study on which this paper is based investigated the impact of a mathematics method program on pre-service primary teachers' relational understanding of mathematics, independence as mathematics learners, beliefs about their capabilities as mathematics learners, and mathematical skills. The program, based in primary schools, enables students to practise in an integrated and concrete manner what they are learning in theory and to reflect on their experiences. The program is influenced by Skemp's (1979) theory of intelligent learning, Perry's (1981) scheme of intellectual and ethical development, Knefelkamp's (1981) Developmental Instruction Model (DIM) based on Perry's scheme, and Posner, Strike, Hewson and Gertzog's (1982) conditions for conceptual change. The findings suggest that pedagogical strategies consistent with the DIM-particularly experiential learning and personalism-tend to foster the establishment of the conditions for conceptual change-dissatisfaction with existing ideas, and the plausibility, intelligibility, and fruitfulness of the new ideas. The year-long cycle of theory, practice, and reflection in which students engage appears to provide a powerful incentive for students to commit themselves to relational learning and teaching in mathematics via a democratic model. It appears that the personal, egalitarian nature of the program tends to allay students' fears about learning mathematics and enables them to feel more comfortable about asking questions and experimenting with ideas.
An Evaluation of Instructional Interventions to Eradicate the Misconception of Representativeness
Hirsch, Linda S. & O'Donnell, Angela
Abstract: Students' misconceptions are particularly problematic in learning about probability as they result in a lack of conceptual understanding of the nature of probability and probabilistic reasoning. The purpose of this research was to investigate the effectiveness of several instructional interventions intended to eliminate students' misconceptions of representativeness in learning about probability. Two different forms of a test instrument were established during a pilot study after which a controlled experiment was conducted to evaluate the effectiveness of several instructional interventions designed to create varying levels of cognitive conflict and conflict resolution. One form of the test was used to determine students' eligibility for the experiment. Students identified as having misconceptions based on their responses to the test were assigned to one of four instructional interventions. The second form of the test was used to evaluate the effectiveness of the instructional interventions. Results of the experiment found the instructional interventions designed to create cognitive conflict and conflict resolution to be effective in long-term elimination of students' misconceptions of representativeness.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Cognitive Restructuring,Concept Teaching,Heuristics,Learning Activities,Teaching Methods
On Some Problems of How Learners' Knowledge is Interconnected in the Understanding of Scientific Concepts: A case study of the concept of "weight" and its related matters
Hori, Tetsuo
Abstract: However, it is rather obvious that not the whole problems of learning and teaching of science have been clarified so far. We still have a serious problem to be solved concerning the ways in which one's knowledge and concepts which he/she obtains from public school education are stored in his/her memory and what kind of such knowledge and concepts are maintained in his/her memory. The purpose of this study is to clarify how a certain newly obtained piece of knowledge and concept can be comprehended by the students in Japan before they study them at school and after a certain long time has since the first study of them. We can regard our problem as that of how the association pattern of knowledge in one's understanding can be changed by his/her learning activities. Osborne and Freyberg (1985) have pointed out the same problem. White (1990) and others (for example, Baird and Mitchell, 1986) have also pointed out the significance of the problem.
Keywords: Misconceptions,Comprhension,Metacognition,Concept Formation,Scientific Concepts,Epistemology,Cognitive Dissonance,Error Patterns,Learning Theory
A Vygotskian Perspective on Teaching for Conceptual Change
Howe, Ann C.
Abstract: A Vygotskian perspective can provide insights that will be useful as we seek to make teaching more effective and meaningful to both students and teachers. Vygotsky emphasized the role of culture and of social interaction in education and advocated teaching that encourages and guides learners but never forces or dictates. He believed that children learn through active participation in a collaborative effort with teachers, parents or older children. Current suggestions for teaching for conceptual change emphasize the need for students to recognize and bring to consciousness their misconsceptions as a prelude to conceptual change with the assumption that, as the internal idea is externalized and viewed objectively, contradictions will be recognized and reconciled. From a Vygotskian perspective the process is reversed as ideas gathered from the culture through social interaction are internalized. This paper presents some of Vygotsky's contributions to thought in this field and considers the implications for educational strategies in science teaching.
Keywords: theories,concept formation,educational methods,theory practice relationship,concept formation,concept teaching,,,
General School Subject: all science
Students: elementary & secondary school
Case Study of a Sixth Grade Class: Attitudes and Conceptions of the Marine Environment
Howick, Thomas S.
Abstract: The purpose of my study was to investigate the student's academic achievement and attitude towards the marine environment before, during, and after the FOR SEA experience. In this program students investigated the nonliving and living factors that affect the marine environment. Students learned this content by "doing" science, using process skills to gather data, thus enabling them to generate their own concepts about the world (Kolb, 1988). The study examined constructs measured qualitatively and quantitatively in this case study, with student learning and attitudes being the focus of the study. The students experienced a 22 day unit regarding physical and biological aspects of the marine environment. Students' content knowledge concepts were measured with a pre- and posttest and "brain storming" maps. Students' marine-science attitudes were measured by the use of interviews, observations, documents (journals), "brain-storming" maps, and open-ended questionnaires.
Keywords: concept formation,research methodology,philosophy,cognitive mapping,concept formation,misconceptions,qualitative research,participant observation,constructivism
Specific School Subject: marine biology
Improving Genetics Instruction in Junior High Schools in the Republic of China
Huang, Iris Tai-chu; Chen, Shih-nuan; Lin, Ming-huei; Su, Yi-sheng & Chang, Hsueh-wen
Abstract: According to the results of the paper-pencil instrument and the interview instrument, the researcher designed the teaching strategy in order to improve genetics instruction in junior high schools. The main points of this teaching strategy are: 1. to emphasize the concepts related to "the recognition of homologous chromosomes," "the process of meiosis," and "the relationships between genes, chromosomes, and traits;" 2. to encourage students' active involvement in the instruction; 3. to use the designed instructional tools for genetics teaching. This teaching strategy was studied by fourteen pairs of teachers. The experimental teachers had been attended a one-day program for introducing and practicing this teaching strategy. After three weeks of instruction, there were significant differences between achievement scores of experimental classes and control classes. The scores of experimental classes were better than the control classes'.
Keywords: Educational Method,Concept
Misconceptions of High School Students when Learning Genetics in the Republic of China
Huang, Iris Tai-chu; Huang, Kun-Huei & Liu, Chung-wen
Abstract: Lists the content related to genetics from junior high and senior high biology textbooks. Analyze them into the "Table of the Required Concepts and Principles for Learning Genetics." According to this table, there are two design instruments: the paper-pencil instrument and the interview instrument. This paper reports the results of the interview instrument. This instrument has been pilot studied and the reabilities according to inter-rater are 80% and 100%. The validity is according to two-dimentional analysis. There were 58 seventh graders and 37 tenth graders interviewed. The results indicate that there are many difficulties and misunderstandings experienced by students on the concepts related to "the recognition of homologous chromosomes," "the process of meiosis," and "the relationships between genes, chromosomes, and traits." The results also indicate that the students who had high achievement test scores did not necessarily understand related concepts.
Keywords: Concept Formation,,,Misconceptions,Comprehension,,,,
Misconception in Learning Differentiation
Ismail, Zaleha
Abstract: In learning new calculus concepts, students are usually expected to have a considerable knowledge and understanding of certain basic mathematical concepts. These basic concepts are frequently used in explanations and definitions of new ideas and concepts. For example, in the study of differentiation, the concepts of gradient and tangent line are the underlying concepts for differentiation.
Keywords: concept Formation,Theories,Teacher Education,Concept Formation,Mathematical Concepts,Misconception,Theory practice relationship,Teaching for concepted change,
Specific School Subject: Calculus
Students: College Sophmores
THE USE OF THEORETICAL MODELS IN SCIENCE TEACHING - THE 'PARADIGMATIC FACTS'
Izquierdo, M. & Márquez, C.
Abstract: In this paper we explain a proposal of epistemologically based didactic action, in which "teaching to explain theoretically" is considered to be a priority.
Elaboration of Instruments to Assist Dialogue between the Teacher and the Pupil
Izquierdo, M.; Sanmartí, N. & Casadellà. J.
MISCONCEPTIONS ON HEAT AND TEMPERATURE
Jara-Guerrero, Salvador
Abstract: In recent years misconceptions have become a popular subject of study within physics education research. Research has shown that these misconceptions are not usually simple mistakes, but rather are the result of systems of common sense theories that are so stable and coherent internally that conventional instruction has little effect on them. So, the goal, from an education viewpoint should be to find strategies to make instruction more efficient and to determine at what age or grade children are more open to learning what are traditionally considered difficult concepts with less interference from common sense theories.
Drawing and Slicing Cells
Jiménez-Aleixandre, M.P. & Díaz-Bustamante, J.
Abstract: The teaching and learning of Biology relies strongly upon the use and interpretation of pictures, drawings and all sorts of iconic representations; it would be difficult to imagine teaching Biology without using them. Any Biology textbook contains a great number of graphic representations; for instance Carrick (quoted by Reid & Miller 1980) found in British textbooks of the 70's more than one every two pages. They range from photographs, drawings, electron micrographs, to outlines and other images, attempting to represent a wide range of scales, sections and idealizations of living beings. At the same time an important part of Biology courses consists of laboratory practical experience, including exercises with direct observation of samples, or by means of a microscope, and drawing these samples.
Keywords: Educational Methods,Teacher Education,,Skill Development,Learning Activities,Teaching Methods,Preservice Teacher Education,,
Some difficulties of students with the translation of word statements into mathematical symbol language and with manipulation of mathematical relationships
Jiya, Z.
Abstract: The idea that Physics students must have a mastery of basic mathematical tools has been with us for a long time. In physics even the simplest information requires some conceptual framework to enable it to be assimilated. Simple mathematical ideas like proportion, functional relationships, ratio etc are involved in many of the physical concepts eg pressure and volume, spring force, density etc; and these exercise a powerful organising influence in helping to understand the physical concepts and in the construction of knowledge.
Keywords: Concept Formation,,,Scientific Concepts,Math Concepts,,,,
Changes In The Structure of Pedagogical Knowledge in Mathematics and Science Preservice Teachers
Jones, M. Gail & Vesilind, Elizabeth
Abstract: This study investigated changes in preservice mathematics and science teachers' knowledge structures related to effective teaching during the final year of their teacher preparation program. The research questions included: (1) How do student teachers' concepts of effective mathematics or science teaching change through time?; (2) What experiences and factors influence changes in the organization of students' concepts related to teaching?; and (3) Do student teachers radically reconstruct their knowledge? Ten seniors in middle grades teacher education participated in the study. Each student drew concept maps, completed card sorting tasks and participated in four structured interviews during the senior year. The findings of the study indicated that student teachers underwent a radical reconstruction of their knowledge related to teaching during the middle of student teaching. Analysis of the concept maps and the multidimensional scaling revealed that most of the changes in knowledge structures occurred during the middle of student teaching and these changes were a result of the student teachers' experiences with students and other teachers.
Keywords: Cognitive Development,Concept Mapping,Cognitive Structures,Preservice Teacher Education,Student Teaching,Cognitive Restructuring,,,
General School Subject: Mathematics, biological Sciences
TEACHING EXPERIMENT METHODOLOGY in the Study of Electricity Concepts
Katu, Nggandi; Lunetta, Vincent N. & van den Berg, Euwe
Abstract: This study investigated the dynamic changes in the conceptions of simple electric circuits of a small number of high school students. A "teaching experiment" design (Steffe, 1983) guided the research. Learning and development of more scientific understanding were expected in this study as a result of teaching interventions and interactions between the students and the researcher who acted as a teacher. This paper reports a detailed analysis of the teaching experiment conducted with one student.
Keywords: concept formation,research methodology,educational methods,concept teaching,cognitive development,cognitive restructuring,change strategies,qualitative research,misconceptions
SCIENTIFIC MISCONCEPTIONS AND CARTOONS: ESTABLISHING A CAUSE AND EFFECT RELATIONSHIP
Kermis, Wm. J.
Abstract: Scientific communities are expressing concerns about the "knowledge gap" that exists between experts and the voting citizenry. Linn (1986) described the components of metacognition as perceptions, conceptions, beliefs, etc. Kuhn (1970) described declarative knowledge as facts, concepts, theories, etc. and procedural knowledge as computing, graphing, reasoning, etc. Foci of this paper are metacognition, prior declarative knowledge, prior procedural knowledge and effects those variables have on knowledge acquisition and knowledge transfer as depicted by misperceptions and misconceptions that are imbedded in cartoons.Several causal agents are postulated to include insufficient perceptual knowledge, insufficient conceptual knowledge, misperceptions and misconception in an attempt to explain individuals' responses to cartoons. Those responses are categorized as follows: Can not laugh; Do not laugh; and Do not get the joke.Preliminary results indicate that an association exists between those causal agents and response types. Further results indicate that sufficient knowledge, as well as a correct view of the knowledge (i.e., perception) or a correct organization of the knowledge (i.e., conception) are preconditions for an individual who are categorized as follows: get the joke. Data as well as a demonstration of the design and the methodology are presented in the paper.In conclusion, cartoons are a reliable assessment measure, which includes data collection and decision making, for determining the state of a learner's prior knowledge. Cartoons are also an effective instructional tool.
Keywords: Concept Formation,Theories,Testing,Metacognition,Cognitive Process,Scientific Methodology,Informal Assessment,Testing Problems,Piagetian Theory
Specific School Subject: Inorganic
THE CLASSROOM TEACHER AS RESEARCHER OF CHILDREN'S SCIENCE LEARNING
Kerr, Patricia
Abstract: The "endless variations" of how teachers use what they have learned in their own teaching is one of the most intriguing features of teachers' research (Duckworth 1987). This paper reports on the experiences of elementary teachers who acted as researchers in their own classrooms after attending a summer workshop designed to encourage them to assume that role. Their inquiry involved them in reflection on their own practice.
The Role of Research on "Misconceptions and Educational Strategies" in Developing Benchmarks for Science Literacy
Kesidou, Sofia
Abstract: This paper addresses the relationship between research on misconceptions (and educational strategies) and the development of Project 2061 benchmarks for science literacy. The benchmarks specify a sequence of steps through which students would be expected to progress to reach desired outcomes specified for high school graduates in Science for All Americans. Benchmarks result from a process Project 2061 calls "back-mapping." "Back-mapping" involves considering what the component ideas are for a particular learning goal, then imagining lower levels of sophistication at which these ideas might be understood at earlier grade levels. Benchmarks reflect the logical structure of science and an understanding of student learning, gleaned from teachers' experience as well as from research into how children learn. Because such research is limited in many areas, developing benchmarks is a specially difficult task. Kinds of research proving most useful and further research needed in developing and revising benchmarks and curriculum based on them will be identified.
Concept Mapping as a Strategy for Teaching and Developing the Caribbean Examinations Council (CXC) Mathematics Curriculum in a Secondary School.
Khan, Kenneth M.
Abstract: This study was designed to assess the usefulness of concept mapping as a technique for the teaching and learning of mathematics and the development of the CXC mathematics curriculum at the secondary school level. It had as its focus the use of concept mapping as a technique that would facilitate students' transition from rote learning towards more meaningful learning. The central argument was that learning mathematics required certain modifications of conventional teach- ing practices, since the teacher's role was that of a facilitator of learning who helped provide a learning environment within which students could construct their own mathematics.
Keywords: Philosophy,Educational Methods,Concept Mapping,Concept Formation,Vee Diagramming,Constructivism,Theory Practice Relationship,Cognitive Mapping,Misconceptions
Assessing Understanding of Biological Processes: Elucidating Students' Models of Meiosis
Kindfield, Ann C. H.
Abstract: Central to secondary and college-level biology instruction is the development of student understanding of a number of subcellular processes. Yet one of the most crucial, meiosis, is consistently cited as one of the most difficult components of biology to learn (Johnstone & Mahmoud, 1980; Finley, Stewart, & Yarroch, 1982). A number of studies have documented a variety of meiosis misunderstandings among high school and college students following instruction on meiosis and Mendelian genetics (Brown, 1990; Hafner, 1991; Hildebrand, 1985, 1989; Kindfield, 1991a, 1991c; Slack & Stewart, 1990; Smith, 1991; Stewart & Dale, 1989; Stewart, Hafner, & Dale, 1990; Stewart & Van Kirk, 1990; Thomas, 1988 (cited in Brown, 1990)). Several of these have also documented both students' lacking any sense of connection between meiosis and Mendelian genetics and their ability to successfully solve Mendelian genetics problems without understanding meiosis. The facts that (a) many students harbor a variety of meiosis misunderstandings following instruction and (b) solutions to Mendelian genetics problems are not necessarily indicative of underlying meiosis knowledge suggest a need for better tools for analyzing student understanding of this important process.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Problem Solving,Scientific Concepts,Causal Models,Cognitive Restructuring,
Children's Misconceptions and Cognitive Strategies Regarding the Understanding of the Ozone Layer Depletion
Koulaidis, Vasilis & Christidou, Ilia
Abstract: The research project to be presented in this paper aims at studying the way different cognitive strategies are employed and information concerning the greenhouse effect and the ozone layer depletion is processed by primary school children. Specifically, concerning the aim of this paper we are mainly focusing on1. an initial analysis of the metaphors primary school children use in order to render unfamiliar processes understandable, and2. an initial analysis of explanations as well as causal relationships children use.
Keywords: concept formation,,,cognitive ability,concept formation,misconceptions,,,
GYROSCOPE: ALTERNATIVE CONCEPTIONS FROM UNIVERSITY STUDENTS
Krapas-Teixeira, Sonia & Queiroz, Gloria
Abstract: In a research about circular motion (KRAPAS-TEIXEIRA and QUEIROZ, 1991) we observed that it is treated by the students as an equilibrium situation. That means, it is governed by Newton's first law (without, however, the use of non-inertial reference frames). When we presented the precession movement of a gyroscope in the classroom, we found evidence that some students also treated it as an equilibrium situation. Thus we started a systematic data collection with the purpose of finding alternative conceptions about the gyroscope behaviour. The gyroscope precession, with its axis moving on an horizontal plane, occurs if there is an initial non-zero angular momentum; otherwise it will fall. Since the torque exerted by the earth's gravitational force is perpendicular to the angular momentum, it will not lead to a variation of the modulus, but will lead to a variation of the direction of the spin angular momentum. The gyroscope does not fall: it precesses because the spin angular momentum is always on the horizontal plane. This is so because the torque stays in this plane, just like the direction of the variation of the spin angular momentum.
Keywords: Concept Formation,Philosophy,,Scientific Concepts,Learning Processes,Concept Teaching,Constructivism,,
Childrens Reasoning about Vector-Problems
Lamsfuss, Sabina
Abstract: Problems to define the concept of force and difficulties to integrate vector components are closely related. The well known impetus belief gives an illustrative example: According to this misconception force is interpreted as some kind of energetic substance which can be transmitted and used up. The impetus belief is assumed to be based on daily experience proving that passive objects, set in motion by an external agent (like an object being pushed by a child), slow down and stop after a while apparently on their own (McCloskey, 1983). Frictional forces which cause negative acceleration and compensate the objects forward movement usually are ignored. When physics novices explain such motion problems they rarely mention the existence of more than one force (Clement, 1982; White, 1983). One reason for the development of physical misconceptions like the impetus-belief might thus be the wrong identification or integration of relevant vector components.
Keywords: concept formation,educational methods,,misconceptions,developmental stages,fundamental concepts,heuristics,,
FEELINGS OR METACOGNITION IN ECOLOGY
Larose, Réal & Girault, Yves
Abstract: Our studies are goal-oriented. We are looking for educational methods in dealing with ecology and so changing behavior. However there is a constraint : the educational strategies we are seeking must include exhibits pertaining to the realm of museums or centers of scientific literacy. We recognize the importance of meaningful learning, not only to alter previous knowledge but as well, to change certain ways of doing things. We also believe that there is a knowledge "of" a subject and a knowledge "on" a subject; there would be several levels of cognition and at each level there is the possibility to encounter LIPH's. When, at a particular level, a pragmatic conception is counter-productive, it is only with the help of a higher level of cognition that the mind can operate "on" the inappropriate proposition. So to furnish to the public a level of discourse that could work on their knowledge (either to alter it or to change habits) we first have to know what their metalearning state is like. In our study, the subject matter is related to ecology. With an adaptation of the Q-Sort technique, we have collected data from 550 people and built a list showing the most important words that people use to express their feelings (metacognition) about the St-Lawrence River and about water in general.
Experimental Approach in Physics Teaching - Computer as a Tool in Interaction with Nature
Lavonen, Jari
Abstract: We have developed a versatile microcomputer based system including new software and hardware for data acquisition and analysis in science teaching. The hardware is designed to be connected to IBM PC/AT/PS computers. Our software, Empirica 2.0, uses a Windows type of interface and allows several methods of data analysis and graphical visualisation. The data can also be transferred to other programs for further analysis and reporting. Version 3.0 of the Empirica runs under the Microsoft Windows 3.1 Graphical Environment.A pedagogical research and development program has also been initiated to produce teaching materials as well as different practical approaches to the problems of teaching-learning situation in schools. Here, we have utilized the "Extended Market Square" model developed by Meisalo (1991) and the idea of "Perceptional approach in physics teaching" emphasized in Finland especially by Kurki-Suonio & Kurki-Suonio (1987). The qualitative results of the evaluation of our approach support the claims of the pedagogical versatility of our approach. Our system is already in use in several Finnish schools.
Keywords: Concept Formation,Educational Technology,,Concept Formation,Concept Teaching,Scientific Concepts,Computer Uses in Education,Computers,Educational Equipment
General School Subject: Physics, Chemistry
Specific School Subject: Physics, Chemistry
Children's ideas about the nature of science from age 9 to age 16
Leach, John; Driver, Rosalind; Millar, Robin & Scott, Phil
Abstract: It has been argued that a knowledge of the nature of the scientific enterprise may be important for students (a) to better understand the status of the concepts that they are being taught; and (b) because the nature of the scientific enterprise is itself an important curriculum goal in developing a scientifically literate society.This cross-sectional study has been carried out to provide an initial map of the ideas that school students at different ages are likely to have about a number of features of the nature of science including: the purposes of science; the nature of theory, and its relationship to evidence; and science as an enterprise, and how it relates to society.A range of interview-based instruments were designed to probe students' understanding of each of the features of interest. At least sixty students were interviewed in pairs at each of three ages (9, 12, 16). Responses were audiotaped and transcribed. Forms of reasoning were identified from the range of responses and used to code the transcribed interviews.This paper describes a number of the probes used, their administration and analysis. Broad trends in the results across ages from these probes are discussed and educational implications are identified.
Keywords: Concept Formation,Educational Methods,,Epistemology,Metacognition,,,,
Students: High & Junior High
Strategies for improving metacognition when solving problems in physics
Leon, Pilar
Abstract: Students who sucessfully solve physics problems appear to be able to place them in a context, grasp a procedure and monitoring their work. This paper presents a case study, carried out with 65 students of physics at a first year college level, with the purpose of aiming at developing problem solving skills throug training in metacognitive processes, without its statement. The method used was to focus instruction on relevant features of problems, modelling and intepretation of solving processes and cooperative learning. Worksheets, included as a part of the activities in the course, as well as individual interviews were used to collect data.Results and their interpretation are based on detailed descriptions given by the students of the tasks done and the meanings attributed to them. Metacognitive processes sucessfully incorporated by the students are discussed.
The Effects of a Constructivist Method of Instruction in General Chemistry Laboratory on College Students' Achievement and Conceptual Change
Lewicki, Daniel
Abstract: It is argued that laboratory experiences may be a worthwhile or essential aspect of science education, but the literature relating to research in this area does not always support these assumptions. While the laboratory may have value for nurturing positive student attitudes and for providing opportunities for students of all abilities to demonstrate skills and techniques (Bates, 1978), it appears that students fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984).
Keywords: Educational Methods,Philosophy,Research Methodology,Instructional Design,Classroom Techniques,Concept Formation,Constructivism,Control Groups,Qualitative Research
Specific School Subject: General Chemistry-Laboratory
CHARACTERIZATION OF MEANINGFUL LEARNING: CONCEPTUAL CHANGE OR CONTEXTUAL APPRECIATION?
Linder, Cedric J.
Abstract: One consequence of the abundant literature reporting on students' conceptions of science-related phenomena has been the development of so called conceptual change teaching strategies and curricula (cf Duit, Goldberg and Niedderer, 1992). These efforts are typically framed by mental-model based conceptual-change characterizations of learning such as those of Brown and Clement, 1987; Hewson, 1981; Nussbaum and Novick, 1982; Osborne and Wittrock, 1983, Posner, Strike, Hewson and Gertzog, 1982.The aim of this presentation is to explore weaknesses in mental-model based conceptual-change characterizations of meaningful academic learning. This is done by using examples drawn from physics to argue that contextual relationships play a critical role in scientific concept appreciation. Consequently it is argued that science education learning characterizations must take contextual relationships into account.
Keywords: Theories,Concept Formation,Philosophy,Educational Theories,Learning Theory,Learning Processes,Epistemology,,
The Validity and Reliability of Concept Mapping as an Alternative Science Assessment
Liu, Xiufeng & Hinchey, Michael
Abstract: Concept mapping as an evaluation tool has been primarily limited to assessing students' conceptual change. To explore the possibility of using concept mapping as an alternative science assessment, questions regarding validity and reliability have to be answered first. This on-going study is being done in two grade 7 science classrooms. After finishing a unit, students are given both conventional end-of-unit tests consisting mainly of multiple choice items and concept mapping tests. Although the results reported in this paper are inconclusive and incomplete, preliminary results have shown that concept mapping yields moderately high construct validity, consequential validity and internal consistency reliability.
Keywords: Concept Mapping,Construct Validity,Test Reliability,Misconceptions,Individual Testing,,,,
Assessing Conceptual Understanding in Science through the Use of Two- and Three Dimensional Concept Maps
Lomask, Michal S.; Baron, Joan B. & Grieg, Jeffrey
Abstract: This paper describes a method to analyze students' understanding of scientific concepts, by converting essay-type responses into two- and three-dimensional concept maps. In this method, a student's written response is converted into a concept map and then compared to concept maps created by experienced science teachers. The relevancy and validity of the concepts are the main attributes of the rating, which is used to report the size and strength of students' structures of knowledge. The paper describes the concept mapping scoring method, shows examples of students' work (including three-dimensional group concept maps) and discusses various aspects of this method.
Changing Student's Conceptions about Non-conservation of Volume in Solutions
Lorenzo-Barral, Francisco M. & Mendoza-Rodriguez, José
Abstract: Pupils' assimilation of certain scientific notions is greatly influenced by their pre-existing ideas. In this study we examined pupils' ideas on the non-conservation of volume during the mixing of liquids. More than two thirds of the subjects retained the misconception that the volume of the mixture is the sum of the volumes of the solute and solvent liquids. However, a conceptual change was performed (and maintained in subsequent years) by students to whom a cognitive conflict strategy was applied using a Predict-Observe-Explain method.
Keywords: Educational Methods,Concept Formation,Testing,Change Strategies,Classroom Techniques,Learning Activities,Cognitive Dissonance,Tests,Pretests Posttests
SPATIAL AND LOGICAL MISCONCEPTIONS IN LOGO SESSIONS : a comparison of normal and handicapped subjects' strategies
Lowenthal, F.
Abstract: We created a new technique to observe and favour the cognitive development of young subjects : this technique is based on the use of concrete representations of formal systems (Lowenthal 1972; 1978). These representations consists of sets of objects provided with technical constraints. These constraints make certain actions possible and others impossible. Using simple devices as concrete representations of formal sytems appears very useful for researchers interested in Cognitive Psychology : the technical constraints of the device provide hidden axioms and deduction rules. This creates a simple logical framework within which an objective interpretation of the subjects' productions becomes possible since all the ambiguities due to the use of verbal interactions can be eliminated. Lego bricks constitute a good example of a device that can be used as a concrete representation of a formal system; the bricks must be placed on a baseboard and a subject can only continue a path of bricks by placing more bricks next to the bricks already placed on the board, using flat or right angles : all other attempts yield to technical impossibilities. The axioms hidden in this device are those defining the absolute geometry. It must be noted that such devices can only be used to present a logical problem to the subject and to observe his or her solving strategy at the output level.
Keywords: concept formation, philosophy,educational methods,cognitive development,cognitive processes,cognitive structures,cognitive style,logic,epistemology
General School Subject: behavioral sciences
Specific School Subject: psychology
Students: elementary school students
TEACHING PRACTICAL NUCLEAR PHYSICS: A REGIONAL EXPERIENCE
Madariaga, B. Fuentes; Alvarado, R. Ortega & Vargas, C. A.
Abstract: Today in México many universities are in the position to create teaching laboratories in nuclear physics, thanks to the nuclear applications developed by the National Institute on Nuclear Research (ININ) and the Physics Institute (IFUNAM). With the development of various centres of nuclear research, nuclear reactors and so on, training in experimental physics is going to be more important. In this work a teaching project developed in the Modern Physics Laboratories of the Science Faculty (FCUNAM) is described. In these laboratories the students have their first training with nuclear material and electronics. The students show a lack of information on nuclear interactions and types of radiation, dosis and units used. The different efforts to solve the above described situations are presented. The nuclear applications are growing; it therefore appears that familiarity with methods of nuclear physics should form an essential part of the physics, and sciences, student syllabus.
The Development of Earth Concepts
Maria, Katherine
Abstract: A large body of research has established that children often understand and explain concepts about the earth in ways that are different from scientific explanations. For example, children have been found to believe that the earth is a flat disc or that the earth is round like a ball but we live on the flat part inside the ball (Nussbaum, 1979), that gravity pulls to the "bottom of space" (Sneider & Pulos, 1983), that day and night are caused by the movement of the earth around the sun (Vosniadou, 1992) and that summer is warmer than winter because the earth is closer to the sun (Maria, 1988). Vosniadou (1992) has suggested that as children develop and are exposed to scientific explanations of these phenomena they move from intuitive mental models based on their experience and showing no influence from adult scientific models to synthetic models that are a combination of intuitive and scientific views. Some children then develop scientific models after exposure to current scientific views either incidentally outside of school or through formal instruction, but many retain the intuitive and synthetic models that we characterize as misconceptions even into adulthood. For example, Hazan and Trefil (1991) reported that 21 of 23 graduates interviewed at the 1987 Harvard Commencement had a misconception about the cause of the seasons.
Keywords: Concept Formation,Educational Methods,,Concept Teaching,Misconceptions,Scientific Concepts,Cognitive Dissonance,Change Strategies,Teaching Methods
The Structure and Use of Biological Knowledge about Mammals in Novice and Experienced Students
Markham, Kimberly M.; Mintzes, Joel J. & Jones, M. Gail
Abstract: This study explored differences in the way novice and experienced students organize and use biological knowledge within the domain of mammals. Subjects were enrolled in a college-level, introductory biology course for nonscience majors (n=25) and an advanced course in mammalogy intended for upper-division and graduate-level students (n=25). Each subject constructed a concept map and then participated in a clinical interview, during which an exhaustive set of descriptive propositions about 20 mammals depicted in line drawings was generated. Subjects subsequently sorted the mammals into homogeneous groups. Results of concept mapping reveal that experienced students possess a substantially more extensive, complex, and integrated knowledge base characterized by significantly greater numbers of concepts, relationships, levels of hierarchy, branchings, and crosslinks. Results of clinical interviews and sorting task demonstrate that these differences are linked to the emergence of a new repertoire of implicit, superordinate concepts which orders students' understandings, the enhanced use of inferential reasoning strategies, and the development of a scientifically acceptable system of assigning class membership.
Keywords: concept formation,research methodology,,cognitive mapping,cognitive development,cognitive restructuring,concept mapping,,
Specific School Subject: zoology (mammalogy)
Students: majors and nonmajors
Pre-Conceptions in Action in the Construction
Martins, Isabel
Abstract: This research concerns how people use their pre-existing knowledge to make sense of scientific information presented by the media. It describes a group interview study conducted with Brazilian secondary school students, who were asked to summarise their shared understandings of a text about radioactivity by constructing a semantic network. Proposed nodes included entities and events mentioned in the text while proposed links included class/subset links, activity links (describing actions performed or suffered by elements represented in the nodes) and influence links (describing more indirect interactions). Instructions given emphasised the need for an agreement of what should be represented in the net. The group discussion which accompanied the construction of the net, revealing students' attempts to make their views explicit along the debate, were tape-recorded and aided to clarify the meaning of links and associations made. The analysis proposed measurements of network structures and used a PROLOG program written to reveal which inferences were allowed by each net making a comparison between groups possible. Results show that students' prior conceptions (as assessed in a related study) influence associations made, mostly as long causal chains with few interconnections. Possibilities of using related activities in the classroom are also discussed.
Keywords: Concept Formation,Teacher Education,Philosophy,Concept Formation,Misconceptions,Concept Teaching,Teaching for Conceptual Change,Constructivist Teaching,Constructivism
Students: College & High School
Making the Invisible Visible: A Constructivist Approach to the Experimental Teaching of Energy Changes in Chemical Systems
Martins, Isabel P. & Cachapuz, A.
Abstract: The subject "energy of chemical reactions" has been referred/reported as a theme in which the students demonstrate several difficulties of an adequate understanding (Johnstone, 1980; Finley, Stewart and Yarroch, 1982; Granville, 1985; Lawrenz, 1987; Shaibu, 1988). Some alternative conceptions in this area have been identified and are discribed (Cachapuz and Martins, 1987; Martins, 1989). For example, high school students may think that in some chemical reactions one of the reactants may play a more important role than the other(s), the so called "principal reactant" (PR) (Cachapuz and Martins, 1988). The idea of "principal reactant" is probably a specific case of a more general difficulty on the part of students in perceiving a chemical system in its entirety and it may be considered as a contemporary version of the duality between the sulphur and mercury principles used by 13th century Alchemists to explain natural phenomena. As referred by historians of science (Caron and Hutin, 1964) the sulphur principle would explain the active and warm properties of materials (hence the idea of "principal reactant") whereas the mercury principle would explain passive and cold attributes.
What is the nature of the understanding of the concept of 'wave-particle duality' among pre-university Physics students?
Mashhadi, Azam
Abstract: Over the last fifteen years there has been considerable research interest in the student's perceptions of phenomena in such areas as energy, motion, the particulate nature of matter, electricity, and light usually at the primary and lower secondary school level. However there has been comparatively little research on students' perceptions and understanding of quantum physics. A review of research, and a conceptual analysis of the underlying philosophical assumptions underlying the learning and teaching of quantum physics is presented. An interim report is presented on a new study to elicit students' conceptions of quantum phenomena.
Keywords: concept formation,philosophy,research methodology,concept formation,misconceptions,constructivism,atomic theory,pilot project,data interpretation
Specific School Subject: quantum mechanics
Students: advanced
Narrowing the Gap Between Doing Mathematics In and Out of School: Suggestions for Teaching
Masingila, Joanna O.
Abstract: Research in the last fifteen years has indicated a burgeoning interest in examining the mathematics practice in distinct cultures (e.g., Brenner, 1985; Lancy, 1983; Saxe, 1991) and everyday situations within cultures (e.g., Carraher, Carraher & Schliemann, 1985; de la Rocha, 1985; Harris, 1987; Lave, 1988). Research on mathematics practice in distinct cultures has tended to look at the mathematics practice of a whole culture, whereas research on mathematics practice in everyday situations within cultures has focused on one situation or work context (e.g., grocery shopping, carpentry) within a culture. Some of this research (e.g., Carraher, Carraher & Schliemann, 1985) has contrasted mathematics practice in school with mathematics practice in everyday situations and noted the gap between these two.
Keywords: Educational Methods,Comcept Formation,Teacher Education,Problem Solving ,Teaching Methods,Mathematical Concepts,Constructivist Teaching,Teaching for Conceptual Change,Learning Processes
Students: Jr. High School
GENDER DIFFERENCES IN PREFERENCE OF SCIENTIFIC AREAS - A CASE STUDY OF A MIDDLE EASTERS SOCIETY
Matar, Fatima K.
Keywords: social discrimination,concept formation ,educational methods,equal education,educational strategies,scientific concepts,computers,problem solving,cognitive structure
Spontaneous reasoning on the propagation of sound.
Maurines, L.
Abstract: The results of a preliminary enquiry regarding pupils' conceptions on propagation of sound are presented. About six hundred sixteen years'old french children have answered before any lessons about waves to paper and pencil questionnaires. The same tendencies towards a mechanistic and single-notion based reasoning appear as those put forward for the propagation of a signal on a string.The signal is a material object created and set in motion by the source. It materializes a "supply" given to it by the source. This supply, a mixture of force, energy, speed, is the basis of the spontaneous reasoning. It leads to a link between the propagation velocity and what happens at a given point of the medium: this velocity depends on the source, on the signal amplitude and can decrease with time. The medium is a passive support even useless: sound can propagate in the vacuum.
Keywords: Concept Formation,Research methodology,,Misconceptions,Models,Scientific Concepts,Data Interpretation,Adaptive Testing,
PERSISTENT INCONSISTENCIES IN TEXTBOOK MECHANICS
McClelland, J. A. G.
Abstract: If concept development is inhibited by inconsistency in what is presented to learners, then introductory mechanics is open to criticism. For example, pressure is used to refer to four conceptually distinct phenomena, scalar tension and vector force are routinely combined, and Newton's third law is regularly mis-applied in three classes of interaction. Means for achieving consistency are suggested.
Keywords: Concept Formation,Teacher Education,,Scientific Concepts,Misconceptions,Teacher Background,,,
General School Subject: Physical Science
Students: College Bound/college freshmen
Teaching, Learning and the Process of Science: Some Misconceptions
Mermelstein, Egon & Young, Kiang Chuen
Abstract: Young and Mermelstein (1992) extended Popper's Falsification Methodology, which focused on the "external" - testable hypotheses performed by the members of the scientific community, to include the "internal" - the psychological processes of the individual. Young and Mermelstein (1992) described the Process of Science as a coordination of the external and the internal in four phases. They are as follows: Phase I - Conjectures and the exploration of error (mistakes) by the individual investigator. Phase II - Emergence of deductions and partial understanding from the investigator's conjectures and mistakes; hypotheses are generated. Phase III - Attempts at falsification of these hypotheses by the investigator and the scientific community are initiated. Phase IV - Implications are made from these hypotheses which are not conceivable from rival falsified hypotheses. In the present paper we seek to provide further support for the four phases describing the Process of Science by considering the parallels between biological evolution and the development of scientific knowledge in the individual as well as in the scientific community. Based on the evolutionary model and the four phases, misconceptions regarding the Process of Science are discussed and implications for teaching and learning are presented.
Keywords: Theories,Philosophy,Educational Methods,Learning Theory,Epistemology,Cognitive Processes,,,
Specific School Subject: Technical Mathematics
Parental Involvement in mathematics : the home as a social factor.
Merttens, Ruth & Morgan, Ceri
Abstract: Both in the USA and in Britain it has long been demonstrated that the socio-economic background of the home the largest single factor in determining children's educational attainment. However parents' active support and involvement in children's education can make a major difference. This paper describes IMPACT, an educational initiative in which parents are systematically involved in their children's learning of mathematics through the use of weekly teacher selected take home tasks. Starting in 1985 with 12 elementary schools in inner London, the project now runs in over 3000 schools across England, Scotland and Wales. It is the largest project of its kind in Europe, and , in addition to the intervention programme, IMPACT supports a flourishing research centre. Drawing upon some of the research findings , this paper will describe how the programme works, the percentages of parents who participate and some of the effects upon children's learning.
How, How Often, and Under What Conditions Misconceptions are Developed: The case of Linear Graphs
Mevarech, Zemira R. & Kramarsky, Bracha
Abstract: The purpose of the present study was threefold: (a) to examine misconceptions related to the construction of linear graphs; (b) to analyze the cognitive processes underlying the development of the different kinds of misconceptions; and (c) to investigate the effects of a metacognitive intervention on students' sense of graphs. The intervention was derived from current theories in the areas of social cognition and metacognition, and from systematic observations of adolescents solving complex mathematical problems. Participants were seventh grade students randomly selected from two Israeli schools (four classes). Intact classes were randomly assigned into either an experimental or a control group. Results indicated that overall students encountered serious difficulties in constructing (and interpreting) linear graphs. Five kinds of misconceptions were identified: constructing an entire graph as a single, one point; misunderstanding the notion of covariation; conserving the form of an increasing function under all conditions; syntax errors; and confusing a graph and a picture. Further analyses indicated, however, significant differences between the experimental and control groups on students' sense of graphs. While the misconceptions were robust in resistance to "conventional" instruction, the metacognitive intervention facilitated the construction of a problem representation.
Keywords: Concept Formation,Educational Methods,Testing,Misconceptions,Metacognition,Mathematical Concepts,Cognitive Processes,Cooperative Learning,Mastery Learning
Use of a Computer Simulation to Assist Students in Learning Relative Motion Concepts
Monaghan, James M. & Clement, John
Keywords: Concept Formation,Educational Methods,computer Simulation,Cognitive Restructuring,Cognitive Dissonance,Learning Strategies,Instructional Design,Cognitive Structures,Misconceptions
Insight as the Basis for a Functional Typology of Misconceptions
Moody, David E.
Abstract: The continuing proliferation of studies about student misconceptions is only one of several reasons why a conceptual scheme is in order, a set of categories designed to bring some form and regularity to the record of instances of the general phenomenon. More compelling even than the volume of studies is the need engendered by the search for efficacious forms of instruction. Existing efforts to categorize misconceptions have relied upon the rough and ready framework of the several disciplines. While it may be expedient to distinguish misconceptions in terms of their affiliation with the subject matters of physics, chemistry, and so on, they may also be differentiated on the basis of parameters more strictly pedagogical in nature. What is required, in short, is a functional typology of misconceptions -- functional in the following senses: a typology that (1) attends to the function of misconceptions in the student's conceptual ecology; (2) is designed to facilitate pedagogical purposes; and (3) functions to bring greater coherence to the ongoing stream of research. The psychological construct of insight, it is suggested, may serve as the basis for the development of a typology of this kind.
Keywords: Concept Formation,Theories,Philosophy,Misconceptions,Cognitive Psychology,Abstract Reasoning,Learning Theory,Constructivism,Epistemology
General School Subject: N.A.
Students: Secondary & Elementary
Model Statements of Student Conceptions Regarding Evolutionary Change
Abstract: At the core of the theory of evolution stands the fundamental principle of natural selection. The legitimacy Darwin succeeded in conferring on the theory was due to the plausibility of natural selection as a mechanism of evolutionary change. Half a century prior to the appearance of The Origin of Species by Means of Natural Selection, Lamarck (1809) had offered a full-scale theory of evolution, but one that was fatally flawed by the inadequacy of the proposed mechanism of change. The proper presentation of evolution in the classroom is a complex, multi-faceted affair; but the essence of successful instruction must be to convey the meaning and appropriate application of the principle of natural selection.
Keywords: Concept Formation,Testing,Research Methodology,Cognitive Formation,Cognitive Measurement,Cognitive Tests,Concept Teaching,Comprehension,Cognitive Development
Students: Secondary
Metacognitive Learning and Related Topics - Plenary Session
Moreira, Marco A.
Abstract: The focus of my comments is on some misuses of concept maps (C-maps) and Vee diagrams (V-diagrams or V-maps) as metacognitive tools and on the importance of recognizing the need for meaningful learning to change conceptions. By doing this, I hope to address, at least indirectly, the main questions suggested for these plenary sessions, namely : 1) What are the key problems and issues relevant to metacognition? , 2) What are major research findings that serve as foundation for improvement of metacognition? , and 3) What are promising directions for future research and application of knowledge?
Concept Mapping in 7th Grade Mathematics: An Exploratory Study
Moreira, Marco Antonio & Motta, Ana Maria Barbosa
Abstract: The objective of this study was to introduce concept mapping as an instructional strategy in 7th grade mathematics in a Brazilian public school. Since students did not have the concept of "concept" and were not familiar with concept mapping, we started out with a fairy tale, "Snow White and the Seven Dwarfs". In groups, they identified concepts such as "good", "evil", "vanity" and "revenge", and organized them in a concept map. Moving on to 7th grade mathematics, we had good results in terms of the students' acceptance of the new strategy. We alternated concept mapping in mathematics and in other areas of study : a chapter of a book and the lyrics of a song. In addtion to achieving our objective, we got the feeling that students from the experimental group were more able to build the equations of a mathematical problem and to find relevant data in problems. The computational ability of experimental and control groups seemed to be the same. The study is continuing in 8th grade mathematics.
Keywords: educational methods,,,concept mapping,,,,,
STUDENTS' MISCONCEPTIONS OF TIME/RELATIVITY IN LANGUAGE LEARNING
Moreira, Marli Merker
Abstract: This paper addresses an issue that relates to the understanding of how EFL students deal with their (mis)conceptions of time/relativity when using verb tenses in English. Why do EFL students have so much problem using the perfective aspect of tenses ? Are these problems related to their concepts of time ? What kinds of concepts do they hold in their conceptual framework ? Is time independent from space for these students ? Is time-space relative for them? Do they see any linkages between the use of tenses and time-space/relativity ?
Keywords: concept formation,educational methods,philosophy,misconceptions,concept teaching,concept mapping,language processing,epistemology,thinking skills
General School Subject: language & literature: methodology & teacher training practices
Specific School Subject: literature: EFL
STUDYING CONCEPTUAL EVOLUTION IN THE CLASSROOM AS CONCEPTUAL PROFILE CHANGE
MORTIMER, EDUARDO FLEURY
Abstract: The research on children's ideas about scientific conceptions in the last two decades has generated a constructivist view of learning that seems to be one of the major influences in science and mathematics education (Matthews, 1992). Despite the great variety of different views that appears in the literature under the same label, there are at least two main features that seem to be shared by the different approaches: that "learning comes about through the learner's active involvement in knowledge construction" (Driver, 1989, p. 481); and the pupils' previous and alternative ideas play a fundamental role in the learning process, as learning is possible only on the basis of what the learner already knows.
Keywords: Concept Formation,Educational Methods,Theories,Concept Formation,Concept Teaching,Epistemology,Learning Strategies,Atomic Theory,Learning Process
Specific School Subject: Chemistry
Transitional Conceptions: An Alternative Perspective of Students' Conceptions and Their Role in Instruction
Moschkovich, Judit
Abstract: Research on student conceptions in mathematics has documented particular student ideas and described how they are at variance with expert ideas. However, it has neither presented a comprehensive account of student conceptions nor resolved crucial questions regarding the nature and transformation of these conceptions (Smith, diSessa, and Roschelle; in press). Analyses of student conceptions describing errors and misconceptions have focused largely on the "mis-" aspect of student ideas and have not considered conceptions that may be useful, applicable in some contexts, or productive for advancement. On the other hand, while the term "alternative interpretations" shows a certain respect for student ideas, its use misses the point that while there may be many alternative ways to conceive of a domain, there is a mathematically accepted way to think about the subject matter.
self-portrait : a tool for understanding of teaching mathematics
Mukhopadhyay, Swapna
Abstract: In a course labeled as 'math methods' for preservice elementary school teachers, the focus is on constructivist philosophy and a description of teaching as synonymous with research. The participants consciously view themselves as teacher-learners by continuously looking at their perception of self in a set of write-ups: "Self-portrait as a Teacher". Three such self-reflections are collected over ten weeks. The data show that the initial stage is a general, often vague, perception and description of a math teacher, reflecting the media portrayal of the necessity of math in schools, followed by confusion and frustration of not knowing math deep enough to explain it to others. The final portrait some resolution of conflict and self-discovery in 'doing' mathematics. In all, the practice of self-regulation becomes progressively more evident. Although teaching is acknowledged as a reflective practice, preservice teacher's process of self reflection is not well known. The self-portraits bring out the profile of a learner, which is helpful in providing the preparation appropriate for individuals and the group and helps in building a learning community of teachers.
Integrating Math and Science Instruction: Developmental Considerations
Murphy, Nancy
Abstract: A relatively simple request of my preservice elementary methods students to integrate their science and mathematics instructional design tasks evoked an enormous range of strategies, images, frustrations and discussion in my class. Clearly I had touched a sensitive chord. Such passion undoubtedly has foundational roots, but these students were not articulating the causes for these effects, nor could they address the praxis, or the theoretical foundations for their practice. My study looks at the issues of integration between mathematics and science education. I then review the images and justifications for integration put forth by preservice teachers in light of these foundational issues. I end with inferences about the diversity of schema represented by this data and suggestions for a constructivist response in my elementary science and mathematics methods courses.
Keywords: Concept Formation,Philosophy,Educational Methods,Concept Formation,Developmental Stages,Epistemology,Constructivism,Theory Practice Relationship,Teaching Methods
Students' Models of Matter in the Context of Acid-Base Chemistry
Nakhleh, Mary B.
Abstract: This paper reports secondary students' understandings of acids, bases, and pH which emerged in semi-structured interviews conducted as part of a larger study of the effects of three levels of instrumentation on students' understandings of acids, bases, and pH (1, 2). Students were interviewed prior to performing a series of acid-base titrations, and they were interviewed again after the series of titrations. The verbal data and drawings from these interviews were analyzed to extract common adequate understandings of acids, bases, and pH, as well as common inadequate understandings, called alternative conceptions, of acids, bases, and pH. In this paper I report the four models of matter which students used in their interviews to explain their understanding of acid-base chemistry.
Keywords: Concept Formation,Theories,Research Methodology,Misconceptions,Kinetic Molecular Theory,Fundamental Concepts,Protocol Analysis,Qualitative Research,Computer Uses in Education
Students Misconceptions and Errors in Solving Algebra Word Problems Related to Misconceptions in the Field of Science
Nasser, Ramzi & Carifio, James
Abstract: This study relates domain specific misconceptions in mathematics to misconceptions in science. A set of propositional relation algebra word problems were constructed. These problems had the key contextual features of familiarity, imageability and variable type which interact with learner characteristics. The errors observed on these algebra word problems were due to the context of the algebra problems as opposed to the structure or content which are the source of scientific misconceptions and errors. Mathematical misconceptions, therefore, appear to be the result of naive cognitive operations which are epistomologically based.
Keywords: Misconceptions,Epistemology,Mathematical Concepts,Learning Theory,Educational Theory,Test Theory,Generalization,Scientific Concepts,Cognitive Development
Students: Secondary & College
A View on the Current Status of Ausubel's Assimilation Theory of Learning
Novak, Joseph D.
Abstract: In the three decades since Ausubel put forward his assimilation theory of congnitive learning, many changes have occurred in the field of educational psychology and the emerging fields of cognitive science and artificial intelligence. This paper is not a review of these developments, but rather a statement on the current status of Ausubel's theory as seen from the perspective of our research group. We see his theory largely unchanged in terms of basic concepts and principles, although new epistemological ideas, recent ideas from cognitive science, and new metacognitive tools permit new perspectives on the power and value of Ausubel's theory. Thus a research paradigm rooted in his theory may take on substantively new characteristics with powerful implications for teaching and learning.
Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies (LIPHs) Leading to Empowerment of Learners
Abstract: The construction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in cognitive structure. Ausubel's (1963, 1968) assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning. Gowin's (1981) Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's Limited or Inapproproate Propositional Hierarchies (LIPH's). conceptual change requires meaningful learning to modify LIPH's. World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning.
Keywords: Conceptual Change, Meaningful Learning, Empowerment, Cognitive Learning, Concept Mapping, Vee Diagrams, Economic Growth
Teaching about Vacuum and Particles, Why, When, and How: A research report
Nussbaum, Joseph
Abstract: Most curricula in many countries introduce the idea that matter is formed from particles, to students when they are approximately 13-14 years of age. The reasoning for studying the subject in this age is the assumption that the cognitive development of younger students is not yet ripe enough to handle such "abstract" ideas, while older children already need the particulate model as applied in more advanced subjects as physics, chemistry and in biology.
INTRODUCTION OF CONSTRUCTIVIST APPROACH INTO SCIENCE EDUCATION IN PRIMARY SCHOOLS IN SLOVENIA
Oblak, Seta
Abstract: In September 1991 on the Pedagogical Faculty in Ljubljana, Slovenia, a Tempus project with the title Primary Science Development has begun in which pre-service and in-service education of primary teachers is being developed with the help of three institutions: Centre for Educational Studies, King's College, London, England; National Institute for Curriculum Development SLO, Enschede, Netherland; and Department for Didactics of Physics, Karlsruhe University, Germany. For in-service training, a 20-day course is being prepared by science teachers of the Pedagogical Faculty and advisers of the Board of Education which constitute the Tempus working group in Ljubljana.
Freshman Biology Non-Majors Misconceptions about Diffusion and Osmosis
Odom, Arthur Louis & Barrow, Lloyd H.
Abstract: Every student brings to science class their conceptions of the world. Because of students wide variety of experiences, each concept will hold a somewhat different meaning for each student. The general meaning of some conceptions will be shared, while others will be unique. Many of the conceptions are scientific misconceptions associated with intuitive ideas or preconceptions acquired prior to school (Driver, 1987). Wandersee (1986) noted that many of the misconceptions students hold are the same as conceptions held by pre-Newtonian scientists, and younger students are more likely to hold out-dated scientific conceptions.
Keywords: concept formation,testing,,misconceptions,scientific concepts,test construction,distractors,,
Beyond Constructivism
Osborne, Jonathan
Keywords: philosophy,educational methods,concept formation,epistemology,realism,learning motivations,cognitive style,curriculum design,
Conceptualizing Chromatography : Student Misconceptions Revealed by Analysis of Responses to Second International Science Study Process Testing at Grade 9 Level in USA
O'Rafferty, Maureen H.
Abstract: This analysis of the responses of 322 students to a practical chromatography task uses data collected during spring 1986 as part of the Second International Science Study [SISS] organized by the International Association for the Evaluation of Educational Achievement [IEA]. The sample, drawn from 39 schools, is a subset of the national sample of U.S. students. The task required students to observe the dispersion of four dots of colored ink on filter paper when it absorbed water, record their observations, and explain the change in a dot of black ink. Students recorded details of their work-observations and their explanations of these-in test booklets. These written records were analyzed to provide a detailed description of student responses, and of concepts invoked by students to explain their observations. To show the types of concepts used in these explanations, a categorization of student responses was produced, in an attempt to group together responses using similar concepts. Literature on explanation in science education, and on student difficulties with chromatography tasks is reviewed. The results of analysis of the student responses are presented and discussed.
Keywords: Concept Formation,Testing,,Scientific Conepts,Error Patterns,Individual Testing,,,
Students: High School Freshmen/Junior High
Concept Maps and Interactive Video
Patricia Lucido
Abstract: Because of the complexity of concepts in science, science educators have long sought to improve instruction. As research on human learning and problem solving has accumulated, new teaching methods have been developed to enhance cognitive learning. The concept map-interactive videodisc project at Northwest Missouri State University has focused on the advantages of combining the two learning tools. The concepts presented in a large physical science lecture course designed for the non-major have been presented in a more meaningful way through the use of graphic organizers such as concept maps and visually illustrated with videodisc images.Full concept maps are given to the students for specific topics covered in the courses. An example of a concept map handout appears in Appendix A. HyperCard stacks containing the Voyager Videostack resources have been developed to present portions of the concept map and to access images held on the videodisc. The use of the videodisc, a Macintosh computer, and a NView video projector allows the lecturer to rapidly switch between the concept map and the video images. This enables the students to quickly build visual associations with the concepts. This union of word and image has allowed the development of courseware that takes the traditional lecture presentation into a new dimension.
Keywords: educational technology,educational methods,teacher education,interactive video,concept mapping,teaching for conceptual change,,,
General School Subject: physics - chemistry
Specific School Subject: general
CONCEPT MAPPING AND GOWIN'S CATEGORIES AS HEURISTICS DEVICES, IN SCIENTIFIC READING OF HIGH SCHOOL STUDENTS
Peled, L.; Barenholz, H. & Tamir, P.
Abstract: Analysis of a scientific article is part of the Biology Matriculation examination (Bagrut ) in Israel. This task which is followed by planning a continuation of the research study appears to be difficult for many students and the mean score is lower than in other parts of the examination. In order to enhance meaningful reading of scientific texts and the ability to plan a continuation to the research, a unit was prepared that explains the nature of scientific research and guides the analysis of scientific texts with the aid of categories based on Gowin's Vee and concept mapping. Seventy eight 11th and 12th grade students analyzed 3-4 articles using our unit. Compared to the pretest as well as the control group, the experimental group did significantly better in the posttest. One of the 12th grade classes in the experimental group received the highest score in the country in this section of the Bagrut examination. Based on the research the use of concept mapping and Gowin's Vee are recommended as means of promoting meaningful learning in the analysis of scientific articles as well as enhancing the integration of theory and practice.
Keywords: Educational Methods,Theories,testing,Vee Diagramming,Concept Mapping,learning theory,inquiry,pretest posttest,evaluation
Specific School Subject: scientific reading
Students: secondary students
Misconceptions, Attitudes and Teacher Preparation
Philippou, George
Abstract: The problem of students' low achievement in mathematics has been extensively investigated with respect to a variety of possible interacting variables including emotional. Mathematical learning may differ from learning in other subjects and probably requires special student and teacher efforts due to its level of symbolic language, abstraction and the hierarchical development of logical schemata. The still prevailing academic way of presenting new concepts, the frequently behavioristic automation in learning and applying procedures, the failure (on the part of teacher) to connect mathematics with real life situations, in short, the poor and unimaginative teaching has created and preserved social stereotypes, beliefs, fears, negative attitudes and anxiety which constitute major obstacles.
Keywords: Teacher Education,Educational Methods,Concept Formation,Misconceptions,Preservice Teacher Education,Teacher Education Programs,Learning Motivation,,
Implementing Conceptual Change in Classrooms - Plenary Session
Posner, George & Bloom, Jeffrey
Abstract: The plenary session began with a brief presentation by the two session leaders outlining two views of conceptual change or meaningful learning and the nature of the classroom environment that can facilitate such learning. Each presentation set out several assumptions about student conceptions, student learning, the teaching process, and change. The following two sections outline these assumptions.
Consistency in pupils« explanations about combustion.
Prieto, Teresa; Watson, J. Rod & Dillon, Justin
Abstract: This paper reports some findings of a study on 14-15 year old pupils« ideas about combustion. Patterns in pupils« explanations across a range of questions are described and analysed, in order to gain insight into the consistency or inconsistency of their explanations. Data have been collected by a questionnaire survey which uses mainly open questions, some of which are general questions about combustion and others which use specific examples. Responses have been analysed using systemic netwoks. Categories from networks have been combined to produce patterns of explanations that could be considered as theories. The general characteristics of these theories, the consistency with which they were used, and implications for teaching and learning are discussed.
Keywords: Concept Formation,Educational Methods,Philosophy,Constructivism,Scientific Concepts,Misconceptions,Data Interpretation,,
The Chemistry Textbooks used by Ninth-Grade Venezuelan Students as Possible Sources of Misconceptions About The Structure of Matter
Pujol, Rafael
Abstract: Science textbooks are a major component of any curriculum and have an important influence on learning processes. Unfortunately, it has been found that many of these resources do not present some of the aspects that should characterize a good science textbook. The purpose of this study was to analyze the scientific quality of the contents and diagrams about the structure of matter that appear in chemistry textbooks used by ninth-grade venezuelan students. It was examined the exactitude and accuracy of : a) the most important concepts and ideas about atoms and molecules; b) the illustration of Rutherford-Bohr's nuclear model and c) the illustrations related to the arrangement of particles in the states of matter. Several inaccurate and imprecise concepts, ideas and illustrations were found. Therefore, these chemistry textbooks could lead students to construct erroneous ideas about the structure of matter.
Keywords: theories,concept formation,research methodology,atomic theory ,misconceptions,content amalysis,fundamental concepts,,
FROM THE PRECESSION OF THE EQUINOXES TO THE GYROSCOPE DYNAMICS: A PATH THROUGH HISTORY
Queiroz, Gloria & Krapas Teixeira, Sonia
Abstract: In the works that inaugurated the research on student's alternative conceptions (VIENNOT, 77 and SALTIEL, 78) we have already found similarities and differences between these ideas and some from the conceptions of ancient scientists. Researches developped by the Brasilian Physics Teaching Group at the Federal Fluminense University (UFF), have taken into account different aspects of History in order to understand the way of the students' thinking. The opposite, concerning to the students, has been used too: from their conception to understand the History of Science. To go through these two ways has been suggesting us some new educational strategies to cause the conceptual changing we have in mind. In a previous work we have studied the students' conceptions about circular motion dynamics (QUEIROZ and KRAPAS-TEIXEIRA, 1991). Searching the History we have found a track coming from a centrifugal "endeavour to recede from the centre" to the centripetal force, too much similar to the same students' conceptions track. Taking an analogous way, the present work, concerning to the rigid body dynamics teaching, begins in classroom and goes to History. The results from the research with college students' conceptions about the dynamics of the gyroscope are being presented in a parallel paper in this Seminar (KRAPAS-TEIXEIRA and QUEIROZ, 1993). Our purpose now is to study the development of this subject in the History of Science, indicating similarities and differences between scientists' and students' conceptions.
Keywords: Concept Formation,Philosophy,,Scientific Concepts,Epistemology,Constructivism,Fundamental Concepts,Learning Processes,Concept Teaching
A Model-Centered Curriculum for Model-Based Reasoning in Science
Raghavan, Kalyani; Kesidou, Sofia & Sartoris, Mary
Abstract: Researchers have found that physicists and skillful problem solvers possess a hierarchically organized knowledge base, and typically use qualitative model-based reasoning to analyze and explicate real world phenomena. To facilitate students' use and understanding of models as a primary disciplinary resource, we designed a model-centered curriculum. This curriculum focuses on a network of concepts important for understanding hydrostatics. Traditional curriculums have students perform experiments with concrete materials in the laboratory, immersing objects in a liquid and measuring the displaced volume of the liquid to verify Archimedes' principle. But these experiments do not readily provide sufficient explanatory leverage because many of the important elements of a full explanation (for example, buoyant force), cannot be directly observed. The curriculum includes many of these traditional-style experiments with laboratory materials, but coordinates them with a set of interactive computer programs that support inspection and direct manipulation of the underlying theoretical entities. This paper reports results of a pilot study conducted with middle school students that tracked their initial ideas about forces in fluids and the conceptual changes and development that occurred as they progressed through the last three units of the curriculum.
Keywords: Educational Methods,Concept Formation,Educational Technology,Empowering Students,Learning Activities,Thinking Skills,Abstract Reasoning,Scientific Concepts,Educational Innovation
Students: Middle School
EXPERT SYSTEM AND PROBLEM SOLVING PATTERNS IN FREELY FALLING BODIES
RODRIGUEZ, SOCORRO M. & TALISAYON, VIVIEN M.
Abstract: Physics Problem Solver (PPS), a computer program based on a hypothesized successful problem solving approach was developed to investigate problem solving patterns in freely falling bodies. There were three basic patterns identified during the analysis of the problem solving moves of the objects. These were linear, circular and looping. Out of 1,200 solutions done by 60 subjects, 24 different patterns were obtained. There were classified into four general patterns: linear, linear with circular, linear with looping and combinations of the linear, circular and looping. Motion on a plane and two-body problems were found to be the most difficult problems in freely falling bodies for the subject of this study. The misconceptions obtained were mostly on directions of velocity and displacement and the implicit given in the problem. The significant result of t-test for main gain score and the reduced number of misconceptions committed after treatment using Physics Problem Solver (PPS) indicate the effectivity of PPS as a tool for problem solving instruction.
Promoting students' conceptual development on toxicity
Roebertsen, Herma; Voogt, Peter & Waarlo, Arend Jan
Abstract: The aim of this research project is to design teaching strategies in order to improve students' understanding of the concept 'toxicity'. This implies the improvement of students' understanding of the interplay of body processes.
Keywords: Concept Formation,Educational Methods,Research Methdology,Cognitive Restructuring,Cognitive Mapping,Cooperative Learning,Curriculum Design,Protocol Analysis,
TEACHERS CONCEPTIONS ABOUT THEIR MEDIATION ROLE AT THE CONSTRUCTION OF THE KNOWLEDGE OF THE ATOM CONCEPT
Romanelli, Lilavate
Abstract: This work has been brought about from our interest on studying what has been happening to the relations which are established between the subjects in a classroom (teacher and student) and the object of knowledge (the subject of chemistry).We think of teacher and student as active subjects of their own knowledge, social historically shaped beings. Our aim was basically to transfer the teacher's from his usual "place" so that he could ponder on what has the teacher's action been like in the classroom.We have tried to analyze his pondering about his role as mediator, his concepts on teaching, apprenticeship and the object of knowledge.
Keywords: Teacher Education,Concept Formation,Educational Methods,Teaching Experience,Constructivist Teaching,Concept Teaching,Teaching Methods,Fundamental Concepts,Scientific Concepts
MISCONCEPTIONS IN MATHEMATICS AT UNDERGRADUATE LEVEL
Ruberu, Jathiratne
Abstract: The usefulness of schematic learning in mathematics (Skemp, 1971) at all levels, cannot be over-emphasized. Nowhere is this more relevant than at university, at which level mathematics assumes a particularly high degree of abstractness. The abstract conceptual nature of mathematics has been pointed out by many writers (Skemp, ibid.; Collis, 1972) as the chief reason why mathematics learning is more demanding at all levels.
Keywords: Concept Formation,,,Misconceptions,Mathematical Concepts,Concept Formation,Comprehension,Cognitive Psychology,Cognitive Ability
Constructivist Research, Curriculum Development and Practice in Primary Classrooms: Reflections on Five Years of Activity in the Science Processes and Concept Exploration (SPACE) Project
Russell, Terry & Osborne, Jonathan
Abstract: This paper reflects on the implications of a five year programme of research and development with non-specialist teachers of science in primary (elementary) classrooms in England. Within a constructivist framework defined by University-based researchers, groups of teachers explored the viability of a range of methods of eliciting children's ideas prior to helping children to develop their thinking in the direction of conventional scientific understanding. This research led to the development of curriculum materials, (Nuffield Primary Science) generated in a similar manner, with groups of teachers operating under normal classroom conditions. The outcomes and implications of this programme of research and curriculum development are described and critically discussed. Particular reference is made to the needs of teachers wishing to operate within a constructivist orientation, bearing in mind the constraints of normal classroom conditions.
MISCONCEPTIONS IN LEARNING TO TEACH SCIENCE: STUDENT TEACHERS' STORIES OF UNFULFILLED EXPECTATIONS
Abstract: This paper suggests that Hawkins' concept of "critical barriers" can be applied to the experiences of individuals learning to teach. Data are drawn from mid-year interviews and end-of-year personal stories by students in a physics method class in a post-degree preservice teacher education program. Student teachers' assumptions and expectations are seen as barriers to the intended learning processes of the preservice program. Seven barriers are identified and illustrated. These barriers may be particularly high for science, math and engineering graduates, whose undergraduate programs implicitly reject the value of personal voice and experience.
Tried by Words: Verbal Misunderstandings in Science Teaching
Rutherford, Margaret
Abstract: Scientific language is frequently considered to be one of the major hurdles for novice scientists. Unless they can be initiated into the language and culture of science pupils will not progress even to competence in the field. The problem seems to be common to all countries and the decrease in the number of children studying science coupled with a lack of public understanding of science is causing concern in many places (Couper, 1993). In many parts of the developing world the medium of instruction is not the students' home language. The reasons for this have been documented elsewhere (e.g., Rutherford and Nkopodi,1990), but what is of importance here is the fact that in countries such as South Africa, with many vernaculars, it is unlikely that the medium of instruction will be the mother tongue of the majority of the population in the foreseeable future.
Keywords: Concept Formation,,,Comprehension,Scientific Concepts,Misconceptions,,,
Teachers' Misconceptions of their Students' Learning
Sadler, Philip M.
Abstract: As startling as many students' misconceptions are, teachers' lack of awareness of their students' ideas are equally confounding. This study has sought to quantify 132 teachers' predictions of students' ideas both before and after a high school science course. Using a subset of Project STAR's 47-item astronomical misconception test, the pre- and post-test responses of 330 secondary school earth science and astronomy students from around the U.S. were compared to teachers' predictions. Teachers were found to have reasonable expectations of students' initial knowledge state, but vastly overestimated student gains as a result of instruction. In fact, students showed no average gain at all on this instrument. This study concludes that traditional courses appear to have little effect on students' understanding of astronomical concepts, yet most teachers believe that their effect on students is large. The questionable validity of teacher-constructed tests for measuring conceptual change and teachers' lack of belief in the enduring nature of misconceptions are discussed as possible explanations for teachers' own misconceptions about how much students learn in science courses.
Keywords: teacher education,testing,concept formation,misconceptions,teachers,teaching for conceptual change,test validity,,
WHAT CHILDREN KNOW ABOUT METASCIENCE
Samarapungavan, Ala
Abstract: This paper will present the results of two experiments that examine certain aspects of children's metascientific knowledge. These experiments examine whether children use metascientific criteria such as conceptual coherence and empirical consistency to evaluate competing explanations for natural phenomena.
Keywords: Concept Formation,Educational Methods,,Cognitive Development,Scientific Concepts,Thinking Skills,Metacognition,,
Specific School Subject: Earth Science
STRATEGIES PROMOTING SELF-REGULATION IN SCIENCE LEARNING
Sanmartí, N. & Jorba, J.
HISTORICAL AND CONCEPTUAL ANALYSIS AS FOUNDATIONS FOR CURRICULUM: MULTIPLICATIVE STRUCTURE AS A CASE
Schmittau, Jean
Abstract: Perhaps no discipline exemplifies the conceptual order of which James writes better than mathematics, whose concepts cannot be detected at the surface of the world of form, but require the development of a theoretical mode of thought. Mathematics concepts are typically of the type designated by Vygotsky as "scientific" rather than "everyday"; they are most often the subject of school instruction rather than the result of environmental interaction; and unlike everyday concepts which can be spontaneously constructed, they require pedagogical mediation for their appropriation.
Keywords: concept formation,educational methods,philosophy,cognitive structures,curriculum design,epistemology,cognitive restructuring,semiotic forms,
The Origin of Earth and Space Science Misconceptions: A Survey of Pre-Service Elementary Teachers
Schoon, Kenneth J.
Abstract: Understanding how misconceptions are formed can make it easier for classroom teachers to help their students uncover and overcome their misconceptions. Teachers, however, cannot be expected to help children uncover misconceptions if they hold these misconceptions themselves. This study attempts to discover which common misconceptions are held by pre-service elementary teachers and to what they attribute these misconceptions. A questionnaire containing several common earth and space science misconceptions was administered to 97 pre-service elementary teachers. A discussion of the concepts on the questionnaire followed during which participants were asked to reflect on their "incorrect" responses. Results from the survey are compared to an earlier cross-age survey conducted by the author in which the same questions were asked. The study suggests that many misconceptions originate in the classroom and that pre-service elementary education teachers have many of the same misconceptions that their future students will have.
Keywords: Concept Formation,Teacher Education,,Teacher Background,Change Strategies,Misconceptions,Scientific Concepts,Concept Teaching,Cognitive Dissonance
Specific School Subject: Space Science
PARADOXES OF "CONSTRUCTIVIST TEACHING" AND THEIR IMPLICATIONS FOR TEACHER EDUCATION
Schultz, Klaus
Abstract: The implications of constructivist epistemology and conceptual-change ideas have received less attention in teacher education than in the case of teaching science to pupils. However, some paradoxes mentioned in the literature apply to teacher education in special ways:1. Even if we accept the validity of a constructivist epistemology, does that imply a specific teaching strategy?2. If we say we want learners to construct their knowledge, but we define success according to whether they change their conceptions in a certain direction, are we trying to have it both ways?These questions have two layers of meanings in the context of teacher education: what to "tell" teachers about instruction, and how to "tell" them. Teachers continually construct their views of the nature of learning and teaching science. These views are major determinants of how they carry out their teaching functions. How the informal and formal experiences of teacher education influence thses views in an important issue.
Keywords: teacher education,concept formation,educational methods,constructivist teaching,cognitive restructuring,constructivism,inservice teacher education,preservice teacher education,emppowering students
Difficult to Change Knowledge: Explanations and Interventions
Schumacher, Gary M.; Tice, Susan; Looi, Pi Wen; Stein, Sharon; Joyner, Cynthia & Jolton, Jeffrey
Abstract: It is readily clear to the participants at this conference that misconceptions in science and mathematics are ubiquitous. They can be documented in almost every subfield of science and many commonly share one important feature in that they are difficult to modify. The purpose of this paper is to explore this issue of resistance to change by looking at what factors underlie this resistance and to investigate whether such resistance to change is a common feature of human functioning in areas other than scientific reasoning. Such an investigation may provide insight in to how to modify such misconceptions. We begin our exploration with an initial look at the work on the resistance to change of scientific misconceptions.
Overtures and Obstacles: Teaching and Learning about Air Pressure in a High School Classroom
Scott, Philip H.
Abstract: This paper presents an analysis of teaching and learning science concepts in a high school setting and draws upon theoretical frameworks relating to both personal and social construction of knowledge. The analysis is based upon case study data which document the planning and teaching of a short unit of work on air pressure as well as the progress made by students (aged 11-12 years) in response to that instruction. The ways in which the teacher attempts, in class, to promote 'shared understandings' with students are considered through an analysis of discourse between teacher and students and between students; the ways in which individual students' understandings progress are monitored and are related to the developing 'shared understandings' of the classroom and to an analysis of 'learning demands' for this conceptual area. This study is part of an ongoing programme of work into teaching and learning science concepts which is being carried out by members of the Children's Learning in Science (CLIS) Research Group in collaboration with local teachers.
Keywords: Concept Formation,Educational Methods,,Concept Teaching,Learning Processes,Misconceptions,Instructional Design,Learning Activities,
COGNITIVE MEDIATORS AND INTERPRETATIONS OF ELECTRIC CIRCUITS
Sebastià, José M.
Abstract: In this work we have studied the extension, consistency and stability of the correct and alternative answers of university students« to different questions concerning electric circuits. We also explore the utility of a theoretical constructs: "the cognitive mediators" (Viennot, 1985) in order to guide description of students« reasonning. We have chosen the topic of electric circuits for various reasons: i) it is very important in scientists«, and engineers education; ii) there is evidence of rooted and widespread alternative interpretations in this field (Shipstone et al.1988) ; and iii) it seems difficult to attribute an empirical or phenomenological origin to such interpretations. The present study try to give responses to the following questions: a) in which proportion are alternative interpretations shared by university students of different levels? ; b) to what extent are university students using the same interpretations in different situations? ; and c) are traditional teaching methods sufficient to make students replace their interpretations for correct ones?.
Overcoming Misconceptions by Challenging Text-book Orthodoxy
Sefton, Ian M.
Abstract: My concern with the problem of misconceptions and text books is part of a broader plan to improve the introductory university physics curriculum. I will argue here that some aspects of orthodox physics do nothing to overthrow some kinds of naive preconceptions and that they can also actively introduce new, learned, misconceptions. By preconceptions I mean ideas that students generate independently of school learning, while incorrect or unorthodox knowledge constructed during formal learning will be called misconceptions.At the most trivial level, mistakes or wrong information in texts can generate misconceptions, but that is not my concern here. Although language is part of the structure of knowledge, there are some kinds of misconceptions that can be traced simply to the orthodox language of physics, without reference to the overall structure of the subject. Because physics is reductionist in its approach to the world and its knowledge is organised hierarchically, other kinds of misconceptions can arise from the structure of the knowledge and the associated traditional teaching sequences. Among those aspects I include the use of simplistic examples and idealised models as well as the tradition of progressing from the simple to the complex and from special cases of principles to more general formulations. All of those features are represented in standard physics texts.
Keywords: Concept Formation,Educational Methods,Philosophy,Misconceptions,Educational Strategies,Cognitive Structures,Holistic Approach,,
THE PUPIL AS A REFLECTIVE THINKER: A STUDY IN THE ELEMENTARY SCHOOL
Sequeira, Manuel & da Conceição Duarte, Maria
Abstract: Learning as a conceptual change is today, in the science teaching and learning process, an idea increasingly accepted by researchers and teachers. Although there isn't yet a theory of conceptual change unanimously accepted, many researchers propose different teaching models to promote a conceptual change in the classroom (e.g., Posner et al., 1982; Cosgrove and Osborne, 1985; Gil Perez and Carrascosa, 1985; Driver and Oldham, 1986; Giordan, 1989). Some of them examine the conditions under which a concept is accepted, retained, reorganized or changed, suggesting, simultaneously, activities for the school teaching. This leads to a "constructivistic pedagogy" (Cheung and Taylor, 1991), where one of the main goals is to facilitate the change of personal and diverse ideas of the students to the socially constructed and accepted knowledge of science. In this process a reflective dimension of learning seems to be regarded as essencial (Gil Perez and Carrascosa, 1985; Harlen, 1985; Hashweh, 1987).
Keywords: educational methods,,,learning activities,educational strategies,teaching methods,,,
General School Subject: natural science
AN ANALYSIS OF THE CONSISTENCY OF SECONDARY SCHOOL STUDENTS' ALTERNATIVE CONCEPTIONS WITH THE COMMON SENSE THEORY OF MOTION
Sequeira, Manuel & Leite, Laurinda
Abstract: It is already two decades since the time science educators and researchers started concentrating on students' alternative conceptions. Throughout these years they succeeded on both describing students' conceptions on almost all the concepts taught in school science and on identifying their major features (Driver, 1989). Besides, evidence was collected to support the hypothesis that alternative conceptions interfere with the teaching and learning of science, whatever the students' academic ability and the teaching quality of their teachers (Halloun & Hestenes, 1985).
Keywords: theories,concept formation,,test theory,concept formation,misconceptions,,,
Misconceptions in Learning Mathematics
Seshan, V.
Abstract: I have come across many students for a decade while teaching, showing some disinclination/aversion to learn mathematics due to the simple reason that the subject was either not well presented or wrongly presented. Some of them have shown remarkable progress when once they understand the meaning,the language, symbols and theinter-connections among the words, topics etc. The mathematician's language is distinct from the ordinary language. A shift in emphasis from Memorisation to Meaning, Computation to concepts, the what to the why & how will enable students to avoid the mistakes, carry out the logical operations correctly and solve the problems with ease and confidence. I have attempted to classify the general misconceptions into four categories A,B,C & D. I have tried to give illustrations to justify how the misconception has occured and to seek remedial steps.
Microcomputer Based Labs and their Influence upon Students' Conceptions of Light
Settlage, John Jr.
Abstract: The purpose of this paper is to communicate some of the findings from our investigations of elementary school students and their teachers as they worked with microcomputer based labs (MBLs). This study is drawn from a three year curriculum research and development project in which we explored the feasibility of extending MBL technologies from their current place in colleges and secondary schools into the realm of the elementary classroom. We have grown to appreciate the immense potential of MBLs as tools to enhance children's opportunities to investigate and better understand the natural world. While recognizing the multitude of barriers to widespread adoption of this technology (i.e., teacher training, computer availability, and equipment costs) there is growing evidence that suggests that the learning gains possible with the appropriate application of MBLs makes these tools justifiable additions to elementary school children's science experiences.This study focuses upon the efforts of a third grade teacher and her students as they worked over an eight week period through a set of science activities written for use in conjunction with a light sensing probe. Analyses of videotapes of classroom sessions, samples of students' work, interviews with the teacher, and research field notes have led to a set of assertions about the role that the MBL technology played in the students' conceptions of light. As each of these assertions are presented, samples of classroom incidents will be offered as supporting evidence for these claims. Because of the naturalistic methodology used in this research, we must be cautious when trying to extend our findings to other situations (Borg and Gall, 1989). Nevertheless, there seem to be sufficient reasons to pursue further efforts at increasing the availability of MBL technologies in our elementary schools.
Keywords: concept formation,educational terminology,,constructivism,computer uses in education,teaching for conceptual change,misconceptions,naturalistic observations,
A Study of Changes in Student Teacher Ideas About the Nature of Science During Participation in Independent Research Projects
Shapiro, Bonnie L. & Gauthier-Morrell, Louise
Abstract: During the last half century there has been worldwide recognition that one of the most important goals of science education is the development of students' understanding of the nature of science (Science for All Americans, 1989; Science 5-16: A Statement of Policy, 1985). Despite efforts to bring this about, research continues to show that for a variety of reasons, many students and teachers hold views about the nature of knowledge acquisition which have been judged to be limited or inadequate (Lederman, 1986, 1992; Carey and Strauss, 1968; Rubba, Horner and Smith, 1981). There has been no lack of research on the nature of both student and teacher ideas about the nature of science and its impact on science learning. Studies have been conducted to identify teachers' views of the nature of science. Work has been devoted to changing students' and teachers' views, and investigations have been conducted to determine how teacher views of science influence classroom practice. Reflection on the research by Lederman (1986, 1992) challenges the view that student and teacher views are currently "adequate or inadequate." He suggests that the problem is complex, and our definitions of adequacy must be clarified. No research studies have been found which investigate the changes that occur in student teacher thinking during participation in independent investigations, the actual involvement with the experience of science. The purpose of this paper is to describe the approach and findings of a research project presently in progress which studies changes in student teacher thinking about the nature of systematic investigation in science during their participation in an independent research project. A review of the literature on teacher and preservice teacher views on the nature of science thinking is useful in framing the present project and is presented in the following sections.
Keywords: Teacher Education,Research Methodology,Educational Methods,Epistemology,Inquiry,Methods Courses,Preservice Teacher Education,Data Interpretation,Qualitative Research
Specific School Subject: N.A.
The Effect of Astronomy Teaching Experience on the Astronomy Interest and Conceptions of Elementary School Teachers
Shore, Linda S. & Kilburn, Robert
Abstract: During the last twenty years, descriptions of the science misconceptions held by students and adults have become an increasingly popular component of the educational research literature (Wandersee and Mintzes, 1987). While much is known about the kinds of private theories people hold, far less is known about how to successfully replace misconceptions with accepted scientific views. Thus far, few pedagogical strategies has proven to be successful in producing long term conceptual change (Lawson, Abraham, and Renner, 1989).
Keywords: Concept Formation,Educational Methods,Teacher Education,Misconceptions,Change Strategies,Teaching Experience,Inservice Teacher Education,Experimental Learning,Scientific Concepts
FOCUS ON CHILDREN'S IDEAS ABOUT SCIENCE - An Integrated Program of Instructional Planning and Teacher Enhancement from the Constructivist Perspective
Shymansky, James & Matthews. Charles
Abstract: FOCIS is a recently-completed five-year project to develop a program that integrates science instructional planning and teacher enhancement. Separate modules of videotaped and printed materials have been developed (1) for use by science methods instructors in college-based courses for teachers and teacher candidates and (2) for inservice teachers and their local curriculum coordinators or workshop leaders in school district-based programs for teacher enhancement and curriculum design. The underlying FOCIS intention is to help teachers approach their curriculum planning and teaching in ways that restructure their own understanding, as well as their students' understanding, of the science topic. From a constructivist perspective, the primary planning strategy employs studying the structure and evolution of students' ideas on the science topic--with assistance from a science consultant who has expertise on the topic and from a "learning activity" consultant who has experience and expertise on teaching the topic by means of activities that help to challenge and refine students' ideas in the direction of scientists' ideas on the topic. Concept mapping and associated interviews constitute the main FOCIS strategies for studying student ideas. The primary FOCIS teaching strategy employs accessing, analyzing, and challenging student ideas. The paper emphasizes the nature and use of the FOCIS videotape/print modules for teachers (and teacher candidates) and their "science methods" instructors and for in-service teachers and their in-service leaders.
Keywords: Teacher Education,Philosophy,Concept Formation,Constructivism,Scientific Concepts,Concept Mapping,Constructivist Teaching,Inservice Teacher Education,Methods Courses
General School Subject: Natural Sciences
Specific School Subject: K-12
USING CHILDREN'S LITERATURE TO ACCESS AND CHALLENGE YOUNG CHILDREN'S IDEAS ABOUT SCIENCE
Shymansky, James A. & Dunkhase, John A.
Abstract: Our primary purpose in this paper is to describe a strategy of using language arts activities, especially children's literature, as a platform for teaching and learning science in the early grades. The strategy represents one facet of a more comprehensive effort, working with the notion of using children's ideas as the focus of teacher enhancement and instructional planning. Thus, we have included background on our initial "Focus On Children's Ideas about Science" (FOCIS) project and its sequel, "Parents, Activities and Literature" (Science PALs), the two projects on which this paper is based.
Keywords: concept formation,learning strategies,learning motivation,,,,,,
Empowering the Learning of Chemistry Through Curriculum Development: Implications of Misconceptions Research for NSTA's Project on Scope, Sequence & Coordination of Secondary School Science Grades 6-12
Singh, Sukhwindar P. & Haas, Mary E.
Abstract: The project on Scope, Sequence, and Coordination of Secondary School Science (SS&C), initiated by the National Science Teachers Association (NSTA) in the fall of 1991 is described as a "...major effort to restructure science teaching at the secondary level." SS&C calls for "...the elimination of the tracking of students, recommends that all students study science every year for six years, and advocates the study of science as carefully sequenced, well-coordinated instruction in physics, chemistry, biology, and earth/space science" (NSTA, 1992). A prime concern of science educators in general, and chemical educators in particular, is whether there is a sound research base for this large scale reform effort. The question being examined in this paper is: Are the initiatives that the SS&C project calls for consistent with the reported findings of how students learn chemistry?
Keywords: educational methods,concept formation,theories,misconceptions,curriculum design,cognitive processes,empowering students,teaching for conceptual change,atomic theory/ kinetic molecular theory
Students: high school/ junior high
A CONCEPTUAL CHANGE MODEL IMPLEMENTED WITH COLLEGE STUDENTS: DISTRIBUTIVE LAW MISCONCEPTIONS
Skane, Marie E. and Graeber, Anna O.
Abstract: A conceptual change model was found to be effective in amending college precalculus student's misconceptions about the distributive law. The model, originally outlined by Driver (1987), consisted of five steps: (a) orientation: introduction to the topic and motivation; (b) elicitation: explication of student ideas and misconceptions; (c) restructuring: student exchange and clarification of ideas, exposition of conflicting meanings, and reception to change; (d) application: consolidation of new or restructured ideas; (e) review: reflection upon and reinforcement of concepts. The model was implemented over a six month period in a classroom setting with all students (N = 68) enrolled in two intact sections of a community college precalculus course. Results indicated that distributive law misconceptions were widespread among the students despite two weeks of instruction on each topic: algebra, logarithms and exponential functions, and trigonometry. Students amended their misconceptions during the implementation of the conceptual change model, and for most students this amendment persisted over time.
Keywords: Mathematics,Educational Methods,Misconceptions,Teaching Methods,Concept Formation,Cognitive Restructuring,Educational Strategies,,
Specific School Subject: Precalculus or Algebra and Trignometry
Students: Two-year College
The Development and Validation of a Categorization of Sources of Misconceptions in Chemistry
Skelly, Kathleen M.
Abstract: The purpose of this research is to devise a classification of sources of nonexperiential misconceptions, characteristic of learning Chemistry, and to establish experimental data verifying that categorization. The categories of error sources were developed based on a review of the literature, from the 23 years of teaching experience of the investigator, and from discussions with other experienced Chemistry teachers. A summary of the background research is presented below. Of necessity, it is considerably abbreviated, but the majority of the studies used in the categorization have at least been referenced in order to provide the reader with the resources used. A misconception is defined as a mental representation of a concept which does not correspond to currently held scientific theory. The term misconception, as used in this study, refers exclusively to those misconceptions concerning science. Misconceptions have increasingly been the focus of research in Science Education over the past decade, with the vast majority of studies focusing on the discipline of Physics (Clement, 1983; McCloskey, 1983; Champagne, Gunstone, and Klopfer, 1985; Duit, 1987). These experiential misconceptions are also referred to as alternative conceptions (Driver, 1983), intuitive conceptions (Clement, 1983), or naive conceptions (McCloskey, 1983). In each case the author is describing a concept which has been understood, at least to some extent, through everyday experience and interaction with the phenomenon involved. Examples of experiential misconceptions occur in connection with phenomena such as motion, energy, and gravity. Misconceptions pertaining to chemical phenomena, however, are fundamentally different because the existence of atoms and molecules are not directly within the realm of everyday experience. Misconceptions pertaining to these more abstract phenomena result from some instructional experience, within or outside of the classroom, including self instruction. For purposes of this study, they will be called instructional misconceptions. Because the nature of misconceptions in Chemistry is basically different from experiential misconceptions in both origin and kind, investigation should prove fruitful in identifying their sources and providing a mechanism for addressing them directly.
Keywords: concept formation,educational methods,research methodology,concept formation,misconceptions,language processing,cognitive processes,error patterns,protocol analysis
Specific School Subject: college prep. chemitry
Curricular Construction with Vee Heuristics: Linking Scientific Theory and Skill Performance
Smith, Blenda E.
Abstract: Educators realize the significance of theory driven critical thinking for students as they learn skill performance in laboratory experiments, technical skills, and practice professions. In order for skill performance to take on rational meaning, the learner needs to be able to identify the specific scientific theory base upon which skill performance is built. Consequently, educators stress connecting underlying scientific theory and skill performance.
Keywords: educational methods,theories,research methodology,theory practice relationship,curriculum design,scientific concepts,vee diagramming (heuristics),learning strategies,quasiexperimental design
Specific School Subject: physiology
Students' Learning about the Nature of Science
Solomon, Joan; Duveen, Jon & Scott, Linda
Abstract: There is a double learning context in studying science through learning about the nature of science. Epistemology is the method of gaining knowledge as well as the grounds on which such knowledge stands. This means that the history of human learning in the field of science cannot fail to instruct us about the nature of science. There is more doubt, however, on the cultural, social and personal nature of the history required for this purpose.
Keywords: theories,concept formation,educational methods ,scientific methodology,theory practice relationship,epistemology,learning strategies,,
Students: grade 8-10
WHAT IS CONSERVED IN A CHEMICAL CHANGE? OPINIONS OF SECONDARY SCHOOL PUPILS.
Solsona, Nœria & Izquierdo, Merc�
Abstract: A majority of the work investigating students' conceptual understanding has been conducted since the mid 1980s. Studies reveal that even after a year of chemistry instruction, secondary students lack conceptual understanding of basic chemical concepts. The last research on education (Andersson, Bjorn 1990, Briggs i Holding, 1986, Meheut, Martine 1989) focus on the necessity of not confining to the analysis of only one phenomenon or question. We ought to explore more thoroughly the level of construction, on part of the pupils, of the basic concepts that lead to the interpretation of phenomena in chemistry. Our intention is to know what the pupils conserve in a chemical change in order to know how they explain that change to themselves. As most research works on eduaction recommend, we will work with the pupils' ideas, through its material translation into written graphism as a thinking tool. We start from the fact that any rational explanation bases itself upon a conservative scheme, therefore if we get to know what the pupils actually conserve, we will know how they explain themselves chemical change. We think that this workline would allow us to go further into the analysis of the pupils' explanations and to know if the fact of working on the consevative aspects in class permits us to progress in the interpretation of chemical phenomena. The objective is not to carry out a simple descriptive study of the pupils' ideas about the questions and the phenomena analysed, we also want this to be an explanatory analysis of the results. The exploratory study includes an analysis of two questions about two phenomena closely linked to daily life and the explanations corresponding to a laboratory experiment carried out during the instruction.
Understanding Cellular Respiration
Songer, Catherine J. & Mintzes, Joel J.
Abstract: This study focused on the problem of cellular respiration for several reasons. First and most importantly, cellular respiration is critical to an understanding of several of the organizing conceptual schemes of the discipline, including energy flow in natural ecosystems and metabolic activities of multicellular organisms such as digestion, respiration, circulation, and excretion. Second, the topic of cellular respiration is taught at the middle school, high school, and university levels and in a wide range of courses and contexts. Third, it is poorly understood by students and judged to be a difficult topic by many teachers (Igelsrud, 1989). This study explored and documented the frequencies of scientifically acceptable and alternative explanations associated with the chemical events of cellular respiration and associated organismic phenomena in college students. Using concept maps, clinical interviews, and an open-ended instrument, the study examined the extent to which conceptual difficulties persist in beginning students before and after initial instruction and remain intact among advanced undergraduate and graduate students despite subsequent instruction in upper-level courses.
Some Sources of Students' Misconceptions in Biology: A Review
Soyibo, Kola
Abstract: It is now widely acknowledged that students' misconceptions in science do impede their meaningful understanding of and good performance in the subject. A search in the literature reveals that textbooks, reference books, teachers, language, cultural beliefs and practices are some of the principal sources of high school students' misconceptions of many science concepts including biology. In this paper, some of the misconceptions students harbor in biology which originate from each of these sources are reviewed using cognate studies and documents. The implications of the conclusions from the review for biology education are addressed.
Keywords: Concept Formation,Educational Methods,Research Methodology,Concept Teaching,Concept Mapping,Teaching Methods,Learning Strategies,Vee Diagrams,Multitrait Multimethod Technique
MISCONCEPTIONS ABOUT SCIENCE EDUCATION REFORM
Speece, Susan P.
Abstract: Change is not an easy concept to be accepted. If change involves someone else's lives, then we usually are willing to accept change, but when it affects our own lives directly, we tend to get just a little uncomfortable. Change in the way science is taught is no exception to this conflict. For the past century there have been multiple efforts to look at how science is taught and to improve the methods of instruction, to come up with the perfect formula, as it were, to teaching science. Unfortunately, we do not have clones teaching science, nor do we have clones learning science and therefore we are hard pressed to develop one perfect way to teach science. Perhaps the most notable science education reform in recent history is that which took place immediately after the Russian Sputnik was launched and the U.S. realized that their mortal enemy was more advanced in science and space technology. The changes that took place in science education during the 1960's did encourage more children to consider careers in science. As good as some of the programs were that came out of the 60's for students interested in sciences, the programs seemed to widen the gap between those interested in science and those who had no interest in science. Application to everyday life was missing. We had succeeded in producing more scientists, but we failed to impart an understanding of the importance of science in every person's life.
Keywords: philosophy,educational methods,concept formation/teacher education,school restructuring ,teaching methods,problem solving,thinking skills ,scientific concepts,teacher preparation
Students: k-12
The Influence of Visual Cues in Interpreting 3-D Diagrams
Sproule, S.L.
Abstract: The purpose of this study was to explore the nature of the visual cues used by learners of mathematics in South African Schools. Visual cues were defined as part of the students mental processes and not as an element of the diagram. Participants between the ages of 12 and 18 were interviewed using three dimensional diagrams that may be experienced in the mathematics classroom. Four visual cues used by the students were indentified. Two of the influences of the use of these cues on the spatial perception of students are discussed.
Keywords: Concept Formation,,,Cognitive Processes,Misconceptions,Math Concepts,,,
Specific School Subject: Visualization
Misconceptions in Photosynthesis: the Use of Novel Database Software
Squires, David
Abstract: The aim of this research is to explore the use of Bioview, an information handling package specifically written for use in biology education, as an aid to students' understanding of science concepts. A database concerned with photosynthesis provides a focus for the research. The software uses a novel pictorial approach to represent data corresponding to three interacting variables, and runs within the graphical user interface provided by Microsoft Windows. Thus this research spans two areas of interest: (i) students' understanding of science concepts (particularly those concerned with photosynthesis), and (ii) users' interactions with graphical user interfaces. Of particular interest is the interplay (positive and negative) between these two areas.
Keywords: Educational Technology,Reserch Methodology,concept Formation,Computer Assisted Instruction,Computer Simulation,Qualitative Research,Network Analysis,Concept Formation,Misconceptions
Specific School Subject: Biochemistry
Multiculturalism, Universalism, and Science Education
Stanley, William B. & Brickhouse, Nancy W.
Abstract: Questions related to multiculturalism and curriculum have recently moved to the center of contemporary educational debate. Multiculturalists are raising questions that pose a fundamental challenge to those traditional forms of knowledge that have assumed Western canonical thought ought to compose the core of school curricula. Among the questions raised by multiculturalists are "whose culture are we teaching?", "whose knowledge is of most worth?", and "who benefits and who is harmed by current approaches to curricula?" In the process of raising such troubling questions, multiculturalists have pointed to the current failure to address adequately the literature, art, music, world view, and epistemologies of numerous minorities, including women, Hispanics, African-Americans, Asian-Americans, Native Americans, and gays and lesbians among others. In other words, what proponents of core or traditional liberal arts curricula have posed as our common heritage (e.g., the views of those like E.D. Hirsch 1987, Bloom, 1987, Ravitch and Finn 1987, Schlesinger 1991), is not really common but a heritage drawn from the frameworks of those who have dominated society and educational discourse (i.e., mostly white, male, and middle class).
Keywords: epistemology,feminism,racial relations,,,,,,
Students: all
Intuitive Rules in Mathematics and Science: The Case of "More of A-More of B"
Stavy, Ruth & Tirosh, Dina
Abstract: In the last 20 years, many researchers in mathematics and science education have studied students' mathematical and scientific conceptions and reasoning. Most of this research is content-specific. It was found that students hold alternative ideas that are often not in line with accepted scientific frameworks. In our joint work in both mathematics and science education, it became apparent that many of these alternative conceptions are based on the same intuitive rules. We have so far identified two such rules: "The more of A the more of B", and, "Everything can be divided by two". The first rule is reflected in students' responses to many tasks, including all classical, Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), in all tasks related to intensive quantities (density, temperature, concentration, etc.), and in tasks related to infinite quantities. The second rule is observed in students' responses to tasks related to successive division of material and geometrical objects and in successive dilution tasks. In this paper we shall describe and discuss the first rule and its relevance to science and mathematics education.
Keywords: Concept Formation,(Intuitive Rules),,Cognitive Development,Mathematical Concepts,Scientific Concepts,,,
General School Subject: Science, Mathematics
Students: k-Adults
Barriers which may keep teachers from implementing what we know about identifying and dealing with students' science and mathematics misconceptions
Stepans, Joseph I. & Saigo, Barbara W.
Abstract: This paper presents the perceptions of teachers who have been involved in a project that piloted an innovative in-service model (TRIAD), which is a partnership between classroom teachers, their administrators, and professional development persons (in this case, university personnel). The TRIAD project seeks to assist teachers in becoming constructivists about their own teaching; that is, they engage in specific activities that are designed to create within them conceptual change about the teaching/learning process. In this model, teachers become researchers of the teaching/learning process and directly apply what they learn. As a result, they transform their own classrooms and become agents for change in their schools and their districts. This paper focuses on teachers' perceptions of: the value and importance of the TRIAD partnership, the value of the teaching for conceptual change model (CCM), the changes they saw in their students and in themselves, the components of the model they were comfortable with and continued to use over a long period of time, and what were their perceptions of barriers that prevented or discouraged them from using various components. We will also make recommendations on possible ways to deal with these barriers.
Keywords: Teacher Education,Concept Formation,Educational Methods,Teaching for Conceptual Change,Inservice Teacher Education,Misconceptions,Transfer of Training,Concept Teaching,Constructivist Teaching
Contextual Settings, Verbal Argumentations, and Science Stories: Toward a more Humanistic Science Education
Stinner, Arthur
Abstract: Today's constructivists see learning to be context-bound, and emphasize domain specific knowledge structure. Moreover, they see learning as an adaptive process in which the learners' conceptual schemes are progressively reconstructed in keeping with a wider range of experiences (Driver, 1989). Knowledge is thought to grow through a process of equilibration and knowledge schemes confronting new experiences. It seems that children may progress in their understanding of science concepts by way of intermediate notions that, although pre-scientific, are necessary precursor to understanding organized scientific content knowledge (Osborne, 1984)
Keywords: Philosophy,Concept Formation,Teacher Education,Constructivism,Cooperative Learning,Cognitive Development,Humanism,Writing Strategies,Curriculum Design
Conceptual Change Approaches to Teacher Education
Stoddart, Trish
Abstract: Throughout the past decade there have been sustained and far reaching efforts to reform education in the United States, These reform efforts began with calls for increased rigor and have moved towards an emphasis on the development of students' conceptual understanding. In 1983, the authors of A Nation at Risk criticized the dilution of curriculum and instruction in American schools and argued for an increased focus on academic subjects and higher standards for graduation. In the past five years there have been new calls for national curriculum reform (AAAS, 1989; NCTE, 1988; NCISE, 1989, NCTM, 1989; NRC, 1989, NCSSS, 1988; NSTA, 1989). This cycle of reform focuses not only on content--what should be taught--but also on pedagogy--how the content should be taught. It embodies a shift from the behavioral and didactic orientation of the 1970s and early 1980s to the conceptually-based egalitarian framework being propounded in the 1990s.
Keywords: educational methods,theories,concept formation,learning processes,change strategies,projection theory,theory practice relationship,cognitive restructuring,misconceptions
General School Subject: math & science
Some Misconceptions of High School Students about "Necessary and Sufficient Conditions"
Stupp, Jonathan
Abstract: Mathematics is a subject which is based on formal logic and hence uses formal symbols. This fact is often veiled by the emphasis generally placed in school, on the technical aspects of Mathematics. And no wonder, that generally, teachers refrain from introducing the logical aspects of Mathematics in class - it is very difficult for most students. We are satisfied if the students show - using SKEMP'S notions - (Skemp 5) an instrumental understanding rather than a relational understanding.
Keywords: Concept Formation,Educational Methods,Theories,Concept Teaching,Learning Strategies,Misconceptions,Cognitive Processes,Abstract Reasoning,Piagetian Theory
Specific School Subject: Mathematical Logic
Students: High School Freshmen
Perceptions of Tenth Grade Students Concerning Science Instruction in a Contextual Rich Environment and the Relationship of the Instruction to their Career Choice
Sutphin, Dean
Abstract: The literature indicates that a contextually rich instructional environment may help students to acquire more meaningful learning in science. This exploratory study examines students' study environments at home and at school along with their perceptions concerning the relationship of science instruction to their career choice and work. The sample included tenth grade students in twelve high schools and technical centers geographically distributed across New York State. Data were collected Spring 1993 using a researcher validated and reliable questionnaire in opscan machine readable format. Findings show that most students have a home study environment that includes items such as calculators, printed materials and encyclopedias, along with situations that could support experiential learning. They tend to consider school a safe place, have a sense of belonging and like to attend school. On average, they spend 1 to 3 hours completing science homework in school each week and only 1 to 3 hours at home on all subjects. They see limited relationship between science instruction and their work experiences. Experiences and examples from agriculture and the environment would enhance their understanding of science and visa versa. In essence, students are engaged in the study of science, but fail to see a relationship to the world of work and perceive that more meaningful learning would result from contextual examples and experiences.Please note that this was an oral presentation only.
CHILDREN'S ALTERNATIVE PROCEDURAL FRAMEWORKS: their possible origins, and their influence on performance
SWATTON, PETER
Abstract: The classical experiment is constructed around three major classes of variable. These structural characteristics, which have become known more recently by science curriculum developers as 'key' variables (Gott et. al., 1988), are used as the organisational basis for the construction of programmes for teaching and assessment in science: the INDEPENDENT variable the CONTROL variable the DEPENDENT variableThe major focus of this paper is an investigation of 11-year old pupils' perceptions of variable-based investigations and experimental design. The general term I have used to describe this aspect of science education is variable-handling.
Keywords: concept formation,testing ,educational methods,learning processes,abstract reasoning,thinking skill,informal assessment,test validity,discovery learning
Specific School Subject: science
Students: age 11
A Review of Misconceptions of Electricity and Electrical circuits.
Tallant, David P.
Abstract: This paper is a review of articles and published reports concerning misconceptions about electricity and electrical circuits. This comprehensive review of literature identifies and describes the misconceptions of students from age 8 through adults, and methods of instruction that have addressed the misconceptions. The review of articles indicates that misconceptions about electricity and electrical circuits may be divided into two primary categories, (a) the concept that current is consumed in a circuit, and (b) the concept of a battery as a source of constant current. Methods of instruction that are purported to be effective in correcting misconceptions have been presented with implications for teaching, teacher education and further research.
Keywords: Educational Methods,Teacher Education,,Instructional Design,Teaching for Conceptual Change,,,,
Science and the Teaching of Values - What Image of Science Does It Lead To?
Tan, Sok Khim
Abstract: This paper reports some preliminary findings from an on-going action research study on the teaching of values in science curriculum. Generally the study had two aims, one was to help teachers in the teaching of values in their science class, and the other was to study the possibility of introducing action research as a means of in-service teacher education in the future. This introduction explains how the image or conception of science became an issue to be considered in this study too.
Keywords: educational methods,teacher education,concept formation/research methodology,educational strategies,teachers,learning process,,,
Designing Computer Exploratory Software for Science and Mathematics
Teodoro, Vitor Duarte
Abstract: The aims of this paper are: 1) to characterize computer exploratory software; 2) to identify the roots of this kind of software; 3) to present a model to design computer exploratory environments for science and mathematics; 4) to discuss some of the basic issues of the model; and 5) to analyze some programs developed in the framework of the model. The model is based on findings in learning and in recent developments of computer graphic environments. It assumes that: 1) learning is a process of enculturation, a process of becoming familiar with ideas and representations; 2) exploratory software should be integrated with other resources; 3) exploratory software should allow direct manipulation of concrete-abstract objects and the exploration of multiple representations of a phenomenon.
Keywords: science education, mathematics education, computers, simulations, exploratory environments, learning
Specific School Subject: science & math
CULTURAL FACTORS IN THE ORIGIN AND REMEDIATION OF ALTERNATIVE CONCEPTIONS
Thijs, Gerard D. & van den Berg, Ed
Abstract: Over a wide range of subject areas students exhibit persistent conceptions alternative to the scientific concepts. The same alternative conceptions are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of science.What is the reason of these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common sense theories, in what way then are cultural factors still important in the teaching-learning process? The role of cultural factors will be discussed on the basis of literature. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions which are universal and some which are culturally dependent. The same distinction is made as regards ways of reasoning and epistemology. The effectiveness of methods for the remediation of alternative conceptions is suggested to be strongly determined by cultural aspects of the teaching-learning process.
Keywords: concept formation,,,misconceptions,concept formation,,,,
AN ATTEMPT TO OVERCOME ALTERNATIVE CONCEPTIONS RELATED TO HEAT AND TEMPERATURE
Thomaz, Marília F.; Malaquias, I. M.; Valente, M. C. & Antunes, M.J.
Abstract: Concepts related to heat and temperature are renowned for presenting students with conceptual problems. Research findings involving secondary school students before formal teaching and university students enrolled in science degrees give evidence that the use of the traditional approach concerning these concepts, does not promote conceptual change. In an attempt to overcome these situation an alternative approach to the teaching of heat and temperature at an introductory level was designed and implemented. The model for teaching has an underlying constructivist perspective and the proposed changes to the tradicional approach are based on the above cited research findings. The study was conducted by two university teachers and two secondary school teachers. The latter implemented the teaching model in their classes. During the first year the pilot study, providing an opportunity for the training of the school teachers, enabled the improvement of the teaching model in the next year. The findings suggest that the model has potentialities for promoting a better understanding of the phenomena concerning heat and temperature. In the all process the role of action research involving the two categories of teachers acting as researchers, was also analised and proved to be a very useful and efficient activity for in-service teacher education.
Keywords: Teacher Education,Educational Methods,Concept Formation,Teaching for conceptual Change,Educational Strategies,Misconceptions Inservice Teacher Education,Constructivist Teaching,Scientific Concepts,Secondary School
General School Subject: Thermodynamics
Students: Physics
Physics Knowledge and Real-World Knowledge: An Underdeveloped Link
Touger, Jerold
Abstract: For experienced physicists, real-world knowledge and physics knowledge are inseparable, but for novices the two knowledge stores are often only sporadically and tenuously connected. Evidence will be reported from studies indicating that for students physics language does not always describe or evoke real-world behavior, nor do real-world situations always evoke physics concepts. In particular, a study of students' written explanations to " what if . . ?" questions in elementary mechanics provided data on the types of explanations students produce as output, including substantial use of everyday language. A follow-up study presented students with pairs of pre-written explanations to these questions and asked them to indicate their preferences. We found that not only do students prefer more formal types of explanations to "intuitive" explanations written in everyday language, they had greater difficulty recognizing when "intuitive" explanations were correct.
Keywords: physics,concept formation,,language processing,concept formation,learning processes,mechanics,scientific concepts,computer uses in education
Helping Middle School Students to learn the Kinetic Particle Model
Tveita, Johs
Abstract: A lot of science teachers think that the kinetic particle model is too difficult and abstract for middle school students. During the last years, a lot of new methods of teaching science, called constructivistic methods, have been introduced. In this paper, we present a way of teaching the particle model by using several of these constructivistic methods combined with more traditional teaching methods. We used the model to explain daily life phenomena and problems in connection with experiments. We have taught the unit to students from grade 6 to 9. The students have answered an extensive written questionnaire concerning the study. The teachers have also answered a written survey and have been interviewed as well. Students« knowledge has been tested in two tests one month after the unit was finished; one using everyday language and one using scientific language. The project is still under evaluation, but thus far we can draw some conclusions: Middle school students are in fact mature enough to learn the essence of the kinetic particle model, and the teaching methods applied in the project had a stimulating effect on girls interests in physics.
Keywords: constructivism,Kinetic Molecular Teory,Learning Activities,Learning Strategies,Teaching Methods,Experimental Learning,Writing Strategies,Concept Mapping,Language Processing
Children's construction of Explanations in Science
Tytler, Russell
Abstract: A considerable amount of work has focussed on children's 'alternative conceptions' in science and their resistance to change. The nature of conceptual change is still, however, the subject of debate. The related question of the stability of children's conceptions across contexts has not been satisfactorily answered. In this study, small groups of children, ranging in age from 5 to 13, experimented with a range of activities illustrative of 'air pressure'. Transcripts of their discussions and resulting explanations, together with interview data, indicate the fluidity and context-dependence of children's ideas. Analysis of these and a sequence of written probes indicates a developmental factor in children's knowledge transactions within small groups, in their explanatory styles and conceptions, and in the consistency of their explanations across contexts. The impression this data gives is one of incremental growth in explanatory conceptions, and in the range of contexts to which they are applied.
Keywords: concept formation,educational methods,,cognitive restructuring,developmental stages,scientific concepts,classrooom techniques,language processing,
Students: Elemantary school
Spontaneous reasoning of secondary school teachers about the relativity of mechanical magnitudes
Valadares, Jorge
Abstract: Some characteristics of spontaneous thinking in physics students, in relation to kinematics, were reported by Saltiel and Malgrange in 1980. One of them is this: speed, the distance which has been traversed in a motion, and the trajectory of a moving object are viewed as independent of a frame of reference.This characteristic was confirmed by Villani and Pacca in 1987, when they analyzed the answers given by a group of Brazilian physics graduate students to two problems on the speed of light and the change of the frame of reference (pp 55-66).At the end of two formative courses on special relativity, we gave in greater Lisbon, we had the opportunity to administer the two Villani and Pacca' problems and another question on the relativity of motion. The answers of 53 secondary teachers with a great range of experience in teaching (varying from 39 years of teaching to 1 year) were analyzed and we found the same kind of spontaneous thinking as observed in the Brazilian students. This communication intends to report this research involving Portuguese physics teachers, divulge its results, and to make some considerations on the teaching of the relativity of mechanical magnitudes.
Keywords: concept formation,teacher education,theories ,misconceptions,abstract reasoning,teachers,cognitive processes,inservice teacher education,relativity
Electricity at Home: Remediating alternative conceptions through redefining goals and concept sequences and using auxiliary concepts and analogies in 9th grade electricity education
van den Berg, Ed & Grosheide, Wim
Abstract: Student misconceptions (or alternative conceptions) of current and voltage have received ample attention from researchers. Alternative conceptions found have been remarkably universal. Results of Cohen et al. (1983) in Israel, Shipstone (1984) in UK, Dupin and Johsua (1987) in France, Duit and von Rhoneck (1985) and Maichle (1982) in Germany, Licht (1990) in the Netherlands, Beh et al. in Malaysia (1991), and McDermott and Shaffer (1992) in the USA, van den Berg et al. (1992) in Indonesia, Shipstone et al. (1988) in various countries in Europe, and Kuiper et al. in Africa (1985) show a high degree of similarity: Students have problems distinguishing current and voltage, many students think electric current in consumed in a circuit, voltage sources are often considered as sources of constant current rather than of constant voltage, frequently parts of the circuit are considered as independent (local or sequential reasoning) while actually most circuit changes will affect the whole circuit.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Teaching for Conceptual Change,Cognitive Restructuring,Sequential Learning,,
Specific School Subject: Electric Circuits
Relation between Teacher and Student Questioning during Conversations about the Moon
van Zee, Emily H.; Wild, Judy & Flanagan, Peri
Abstract: This study was part of an on-going research program to analyze student and teacher questioning during conversations about science. Data sources included audio-tapes of discussions in fifth grade classes in a suburban parochial school, lesson plans, copies of student written work, and taped conversations with two collaborating teachers. A less experienced teacher observed a more experienced teacher conduct several discussions about the phases of the moon. During the first discussion, the more experienced teacher moved through a series of questions that she had prepared in a written lesson plan. During a subsequent discussion, she allowed students to raise issues that she regarded as tangential. The frequency of student questions was greater during the second discussion than the first. When conducting her own discussion about the moon, the less experienced teacher chose to use the more structured approach. Both teachers experienced dilemmas in deciding between asking questions that followed the students' leads in thinking and asking questions that moved their own agendas forward.
Keywords: Educational Methods,Teacher Education,Methodology,Inquiry,Learning Processes,Teaching for Conceptual Change,Classroom Techniques,Educational Strategies,Participatory Research
MISCONCEPTIONS IN SPACE - TIME GRAPHS
Vandeputte, C.
Abstract: The world of mathematics is an ideal world : points, lines, planes have no thickness; it is possible to see three objects but no one has ever met the number Ç three È. This explains why representations are so important in mathematics. These representations rest upon conventions : e.g. in cartesian graphs, the dots we draw represent mathematical points, with no thickness, and two different dots always represent two different points. Usually, as far as pure mathematics (algebra, analysis) are concerned, these conventions are fairly clear for the students. As this paper shows, problems arise when mathematical tools are used to represent concrete situations. The representations look more or less the same as the ones used in pure mathematics, but the conventions used are sometimes very different. In space - time graphs, the dots used do not represent a mathematical point : they represent a place - e.g. the station in a railroad graph - with some area, (otherwise, how could two trains cross each other or overtake each other without crashing). Moreover, two different dots can represent the same place, at different times. In geographic maps, the situation is again different : a dot can represent a whole town ! The differences in representations are seldomely made clear to the students, in Belgium at least. Very often, the conventions are used implicitely by the teacher. The preliminary experiment described below shows that these implicit conventions are not necessarely understood by 10-graders, even if they are considered as high achievers in mathematics, nor by elementary school students teachers.
Keywords: Concept Formation,Philosophy,,Cognitive Dissonance,Concept Teaching,Logic,Epistemology,,
Students: Secondary and student teachers
THE INTUITION OF THE PRODUCT
Verstappen, Piet
Abstract: Does multiplication require insight or is it algorithmically defined, in other words, does the product conception rest on experience or on structure? This problem is introduced on the basis of the representation of the covered distance as an area. The second part contains an historical outline of the anontological process of the product conception, that is, the development from object to activity. Intuitions of more than two millennia played a double negative role in the development of the thinking about multiplication. Firstly one could neither correctly imagine the product, nor the proportion, of magnitudes of different kind. Secondly the call for insight held back the completion of the multiplication of operations and consequently, the product of variables and transformations, let alone the entirely formal multiplication of meaningless symbols, which only comply with algebraic equivalences. The historical contradiction: object-directed versus relationship-directed, is reflected in education, which is the central point of the third part. The instruction to multiply a with b yields indeed ab, but not that ab = c. This equality is to be considered as either an object or as an activity, consequently it is to be reduced to intuition or to algorithmical handling, according to the stream to which one adheres. The comparison of objects occurs with configurations or models that belong to repeated addition, ordered pairs, area and size changes. The equality as an activity amounts to the application of a theory, in short an algorithm that leads from the left to the right side. In the structuralistical view the comparison of objects leads to misconceptions. This is easy to demonstrate with the construction rule 1 ´ a = a, which has no figurative representation.
Keywords: Concept Formation,Educational Methods,Philosophy,Math Concepts,Misconceptions,Concept Formation,Experimental Philosophy,Educational Philosophy,Teaching Methods
Specific School Subject: Arithmetic/algebra
Students: Elementary, Junior High
The Teaching and Learning of the Force Concept in Engineering Education
Viiri, Jouni
Abstract: Two ideas should be taken into consideration when planning a new course in mechanics: the students' preconceptions of the force concept and the analysis of the force concept in classical mechanics. By following this advice we tested engineering students' understanding of the force concept. The main results of the tests are: Students have the impetus conception of motion and they use the dominance principle in interactions. The analysis of the Newtonian force concept revealed two ideas which are contrary to both the students' ideas and the pre-Newtonian theory of motion. In Newtonian physics force is a relational concept which results from the interaction between bodies. Also the Newtonian idea that force is the reason for the changes of momentum is contrary to the students' ideas. Because of these empirical and theoretical facts the new course should be based on the concepts of interaction and momentum. The fourth chapter of this paper presents the implications for teaching.
Keywords: Educational Methods,Concept Formation,Testing,Misconceptions,Constructivism,Concept Teaching,Curriculum Design,Change Strategies,Cognitive Structures
Mind Fields: Negotiating Shared Meanings via Concept Maps
von Minden, Avril M. & Nardi, Anne H.
Abstract: Student understanding of course content is often characterized by isolated and fragmented knowledge segments. All too often, faculty are confronted by the realization that what they understand to be integrated and coherent knowledge, is memorized by their students as bits and pieces of factual knowledge with limited meaning. Why does this happen? One reason may be that as faculty develop courses, focus is placed upon transmitting disciplinary knowledge at all costs. Learners' needs to establish meaningful links and relationships among concepts (both within and between courses) is rarely considered. In fact, many instructors are themselves "novices" about what constitutes meaningful learning, consequently, university courses are designed so that concepts are disconnected rather than linked.
Keywords: Concept Formation,Educational Methods, Teacher Education,Cognitive Mapping,Concept Teaching,Learning Processes,Teaching for Conceptual Change,Preservice Teacher Education,
Specific School Subject: Psychology (Educational)
META-ANALYSIS OF THE EFFECTIVENESS OF CONCEPT MAPPING AS A LEARNING STRATEGY IN SCIENCE EDUCATION
Vázquez, Olga V. & Caraballo, José N.
Keywords: concept formation,research methodology,,concept mapping,meta analysis,effect size,,,
Students: full time
The Lexical Analysis of Students' "Scientific" Explanations: Implications for Learning Theory
Wandersee, James H.
Abstract: Words are the wagons we use to carry our concepts. If, as Novak (1977, p. 18) argues, "Concepts are what we think with," then the words (concept labels) science students use betoken the degree of conceptual sophistication of their cognitive structures. Researchers in the alternative conceptions movement (ACM) have long recognized the importance of the words that science students choose to use in their spontaneous verbal explanations of natural phenomena, considering the propositions in which these words are embedded to be indicative of students' understanding of science concepts and principles. In fact, the clinical interview is the research method of choice within the ACM principally because it is an effective generator of children's verbal knowledge claims about natural objects or events, and thus can reveal how children think the world works (Novak & Gowin, 1984). As if to underscore the educational significance of children's verbal "scientific" (scientific at least by intention, if not in fact) explanations, Lemke (1990, p. 100) asserts: The job of science education is, at the very teach students how to use language....this means, at least, teaching them to "talk science" in class, on tests, in talking their way through to the solution of a problem (aloud or to themselves), and in writing or speaking [emphasis added] about issues to which science is relevant. Therefore, the more we know about the verbal scientific explanations students are currently able to construct (prior-knowledge-in-action), the better we can modify science curricula and target science instruction.
Keywords: Theories,Concept Formation,Research Methodology,Learning Teory,Cognitive Restructuring,Scientific Concepts,Data Interpretation,Language Processing,Concept Mapping
Specific School Subject: Life Science, Biology
Students: Grades 5,7,11 (public schools)
The Value of Good "Wrong" Answers
Weck, Margaret A.
Abstract: Being able to identify the existing cognitive frameworks of students' knowledge of the human body is important for those of us who teach anatomy and physiology (or other specializations of biology). Students' prior understandings can serve as either anchors for (Cognition and Technology Group, 1992) or impediments against (Bloom, 1992; Duit, 1991; Lemke,1990; Stepans, 1985) meaningful learning of the material we present in our courses. The long-term effectiveness of any particular educational experience, or set of experiences, we might devise depends on our successfully using or challenging the prior understandings of our students. Unfortunately students' current knowledge and understanding of any subject is not immediately apparent, neither to the instructor nor, the students themselves, nor the general public (Lord and Rauscher, 1991).
Keywords: concept formation,testing,research methodology,scientific concepts,concept formation,thinking skills,pretests posttests,informal assessment,qualitative research
CARIBBEAN HIGH SCHOOL STUDENT'S CONCEPTIONS OF THE KINETIC MODEL OF MATTER
Whiteley, Peter
Abstract: In this research Carribbean students' understanding of the kinetic model of matter was investigated using an instrument of multiple-choice-with-explanation items and true/false items. The sample consisted of 87 Trinidadian and 91 Jamaican senior high school students who had successfully completed the two year physics course published and examined by the Caribbean Examinations Council.The results showed that the students possessed a range of `alternative conceptions' which included the attribution of macroscopic properties to microscopic particles and several conceptions which appeared to have their origin in non-Newtonian conceptions of the relationship between forces and motion. Choices made on the true/false items indicated a considerably weaker grasp of aspects of the model than the answers to related multiple choice items.The implications for teaching are that the non-intuitive nature of aspects of the kinetic model pose difficulties even for more able students in the Caribbean and their teachers need to become more aware of these difficulties. The results also suggest that instruments used to survey students' ideas should utilise items with varied formats.
Keywords: concept formation,Theories,,kinetic molecular theory,misconceptions,constructivism,,,
Specific School Subject: kinetics ?
The Predictive Validity Of Concept-Mapping: Relationships To Measures Of Achievement
Wilson, Janice M.
Abstract: Relationships between structural characteristics of 120 year twelve chemistry students' concept maps about chemical equilibrium and independent measures of achievement are examined in this paper. Fifty students in 1991 and seventy students in 1992 (all without experience of the technique) completed the task using twenty-four concepts. Non-metric multidimensional scaling was used to represent the maps as points in three-dimensional space, based on presence or absence of paired propositional links. Separation between maps reflected hierarchical structure, but also independent measures of student achievement. Canonical correlation analysis of the first data set revealed significant relationships between the MDS coordinates and independent measures of achievement on tests of knowledge and application process. Multiple regression analysis of the second data set against students' percentile rank scores on a national chemistry quiz revealed significant relationships. The results are interpreted as revealing structural differences in conceptual organization about chemical equilibrium among students with different levels of relative expertise in the domain. The significant relationship between map structure and cognitive process scores in chemistry also supports the view that the organization of knowledge influences its accessibility in cognitive tasks.
Understanding Conceptual Change Teaching Through Case Studies of Students' Learning
Woods, Robin & Thorley, Richard
Abstract: A considerable consensus has evolved that in coming to understand science, students' learning must be viewed as a process of conceptual change (Driver, 1989; Strike & Posner, 1992; Smith, 1991). At the same time, it is recognized that appropriate teaching strategies cannot be derived in any straight-forward way from a view of learning as conceptual change (Scott, Asoko & Driver, 1991; Thorley & Stofflett, 1993). Furthermore, learning to teach for conceptual change is recognized as difficult (e.g. Erickson & MacKinnon, 1991). Anderson and Smith (1987) note that the knowledge base for such teaching is three-fold, requiring thorough understanding of the subject matter, knowledge of students' views about key conceptions, and knowledge of appropriate conceptual change teaching strategies. This paper describes the growth in the understanding of conceptual change teaching by a fifth grade teacher and a collaborating researcher, as they grappled with the "phenomena" of science teaching and learning in two of the teacher's classes. The teacher, an experienced specialist in science, had considerable curricular freedom and was able to devote about six weeks of instructional time to the topic of current electricity with the two classes. The researcher, a former physics teacher with a comprehensive knowledge of the literature on students' conceptions and conceptual change teaching, also spent considerable time in the classes and in interviewing students.
Keywords: teacher education,concept formation,Educational methods,inservice teacher education,learning processes,scientific concepts,teaching methods,,
Students: elementary / middle school
MISCONCEPTIONS ABOUT CELLS
Zamora, M.C. Silvia E. & de las Ciencias, Biol. María Guerra. Museo
Abstract: Cells are considered to be the units of life. Almost all living creatures are made up of cells. For this reason, the concept of cell is fundamental in learning biology. In Mexico, children learn about cells for the first time in fourth grade of grammar school. The concept is presented again the following two grades of grammar school, once again in junior highschool and once again in senior highschool. Every time,the information is reviewed and enlarged. The Science Museum of the National Autonomous University of Mexico is planning an exhibit on the subject, entitled :"Journey to the Center of the Cell". All the exhibits in the Museum are based on a previous analysis, a front-end evaluation. We explore the way potencial visitors understand the main concepts to be presented, so we can use the appropiate level of explanations, and design a coherent structure for the information to be presented. For this particular exhibit we have analysed the way some junior highschool students understand the concept of cell by means of an informal questionnaire.
Keywords: Concept Formation,Educational Methods,,Misconceptions,Cognitive Restructuring,Empowering Students,Cognitive Process,Concept Teaching,Concept Formation
COMBINING QUALITATIVE AND QUANTITATIVE RESEARCH METHODS IN TUTORING EXPERIMENTS
Zietsman, Aletta & Clement, John
Abstract: Many researchers have suggested that statistical/hypotheses testing type studies are not satisfactory when a study is aimed at the fine-grained analysis of learning successes and difficulties of students. There is often a gap between what the reseacher puts forward as a hypothesis about learning processes and the hypothesis that may emerge from research data. For one, there are the obvious differences between teacher and student worlds - even for very sensitive and caring teachers: students simply see situations so differently from us.
Keywords: Research Methodology,Concept Formation,,Qualitative Research,Learning Processes,Misconceptions,,,
The Fourth Misconceptions Proceedings
Mind-mapping Constructive Math and Science Activities for Planning and Evaluation in Early Childhood Education
Ainsa, Patricia A.
Abstract: Pre-service early childhood teachers used mind mapping to organize science concepts and document the children's level of constructed understanding. The process made the evaluation of children's understanding and curriculum planning and evaluation easy to document while imposing clarity and reinforcing and focusing the overall learning construction. Related children's literature was the medium for introducing the science concept. The mind mapping activity was evaluated by a survey questionnaire. Pre-service teachers indicated that they would use mind mapping techniques for planning, recording, reorganizing, and evaluating new understandings gained in math and science due to the imposed clarity of thought, the visual orientation, and the simplicity of the technique.
Alvarez, Marino C.
Abstract: This paper focuses on how teachers and students become "communities of thinkers." Communities in the sense that the school classroom becomes a place where ideas are shared through interactive learning environments in an atmosphere of coming to know through understanding and discussion. The Explorers of the Universe Scientific/Literacy Project is presented as a means by which teachers and students are participating in such communities using metacognitive tools and electronic communications.
Implications For Teaching Derived From A Constructivist-Based Model Of Learning In Science Classes
Appleton, Ken
Abstract: While cognitive and social constructivism have at times been portrayed as competing paradigms, some authors such as Cobb (1994) have suggested that they are different ways of looking at the same thing. In an earlier paper, aspects of both cognitive and social constructivism were incorporated into a model used to analyse and describe student learning in science classrooms (Appleton, 1997). The model has subsequently been revised and has been used to draw implications for the teaching of science. In this paper, key elements of the model are explained, and how each may be used to inform and shape science teaching is explored.
Adolescents' Ideas About Provisional Historical Explanation
Barca, Isabel
Abstract: Adolescents' ideas about provisional historical explanation were analysed in a sample of Portuguese 12 to 20 year-old students attending the 7th, 9th and 11th grade. In the light of a theoretical framework considering criteria for the assessment of explanatory validity, students' ideas were categorized in a model of five levels of logical progression, generated through a systematic, qualitative analysis. At Level 1 (the story), students' ideas appear mainly related to description. At Level 2 (the right explanation), there is a focus on the correct explanation, explanations are assessed in everyday terms, and the direct observation paradigm tends to be valued in history. At Level 3 (the more factors the better), students' concerns appear linked to an ideal of aggregation of factors, and memories are overvalued. At Level 4 (a consensual explanation?), there is a preoccupation about a perspectiveless neutrality, and verification of an explanatory narrative (explanations tend to take a narrative form) is a central criterion. An objectivist trend defends the search for a consensual explanation whilst a relativist view denies its possibility due to existing different perspectives. At Level 5 (perspective), neutrality and perspective are recognised as genuine features of historical explanation, these appearing in conflict with ideas of perspectiveless neutrality. Criteria for explanatory assessment are tentatively conceptualized in terms of evidential confirmation and refutation. The frequency distribution of responses by level raises the hypothesis that a majority of Portuguese adolescents might have an idea of provisionality of explanations tied to aggregation of information (Level 3). A very few (16-19 year-old eleventh graders) seem to apply more elaborate notions as confirmation/non refutation and perspectiveful neutrality (Level 5) as criteria for assessing explanations. The process of data analysis brought up some other observations leading to the formulation of particular hypotheses concerning social cognition. These findings suggest that many students tend to reason in history based on everyday assumptions about the social world, and they convert substantive information in an operational scheme which is often misunderstood by the teacher.
Conceptual Change Teaching And Learning: An Instructional Approach That Supports Metacognition
Beeth, Michael E.
Abstract: Over the past three decades, research in conceptual change has produced more than 2800 reports in the field of conceptual change (Duit, 1993). This literature includes studies of students' conceptual knowledge on a variety of science topics (Duit, Goldberg & Niedderer, 1992; Pfundt & Duit, 1991; Novak, 1987; Helm & Novak, 1983 ) and a long standing recognition of the persistence of these conceptions following instruction (Driver & Easley, 1978). This research raises many questions about the role of students' conceptions in science learning and the role of teachers in addressing students' conceptions through instruction.
Common to many of the strategies used to address conceptual change has been an elicitation of students' ideas on a topic, representation of students' ideas verbally, through illustrations or in written form, confronting students' ideas with the canonical views of science, and checking to see if students' ideas changed (Hewson & Hewson, 1988). This sequence of instruction ignores two assumptions of the Conceptual Change Model of Posner, Strike, Hewson and Gertzog (1982), namely the need for students to reflect on components of their conceptual knowledge as outlined in the conceptual ecology and the need for students to talk about their conceptions as well as with their conceptions -- to be metacognitive in the sense described by Kuhn, Amsel, & O'Loughlin (1988). Instruction in the classroom chosen for this study was intentionally planned to facilitate metacognitive discourse about the status of and justifications for students' conceptions. The teacher set out learning goals that required students to provide reasons underlying a particular conception and to reflect on their developing conceptual knowledge. Since conceptions are believed to survive and have meaning within the conceptual ecology, and since a change in a conception should be accompanied by a concomitant change in status (Hewson & Thorley, 1989), it is reasonable to assume that instruction directed at these metacognitive aspects of learning would be more likely to facilitate learning science concepts.
How the teacher in this fifth grade classroom (age 10-11) facilitated metacognition for students is the subject of this research. Student outcomes as a result of this teacher's instruction included dramatic changes in their understanding of the particulate nature of matter (water in this case) and the epistemic need for consistency when thinking about abstract objects such as particles. Changes in the students conceptions are attributed to the set of learning goals provided by the teacher. These goals encouraged students to talk about their learning and the teacher facilitated this through instructional activities that helped students become metacognitive. Characteristics of the learning environment created by this teacher and an analysis of the instructional activities she presented to students are used to answer the following research questions: 1) How did students in this classroom talk about their developing conceptual knowledge? and 2) How did this teacher facilitate knowledge development for her students?
Is There a Need To Go Beyond Sense Making? A Metareflection
Broadway, Francis S.
Abstract: From personal reflections about the transition from teacher-as-expert to teacher-as-sense-maker, sense-making emerges as a precursor to misconceptions. The author as a veteran teacher of 20 years of 7th through 12th grade science and mathematics, and now a student of teacher education, explores constructivism, conceptual framework, and sense-making to pose the question:when you use the term misconception, are you saying that sense-making is wrong?
Sense-making is a natural, active and continuous process that is occurring in the classroom that teacher educators cannot ignore, but rather build upon. Science and mathematics teacher educators need to open the possibilities and opportunities of what to know, how it knows what it knows, and who can know.
As an instructional method inquiry is a foundation upon which to build learning. Short and Burke (1996) propose the purpose of inquiry is to find more functional understandings, create diversity, and broaden our thinking (p. 101). As an activity in which all learners are involved, sense-making gives voices to learners.
Three assumptions, implied by the term misconception, presently important to science and mathematics education are:
1. There exists a body of scientific facts or knowledge which are Truths, to be taught, learned, and evaluated.
2. The goal of learning is to collect all the Truths.
3. Constructed understandings connected within a conceptual framework are misconceptions; hence, misconceptions can be replaced by scientific Truths.
Misconception denoted deficiency within learner, and sense-making is affirmation of learners as a people and learners as learners.
Two implications for science and mathematics teacher educators from the reflections of the author are:
1. Sense-making does not limit learning to learning in school.
2. Teachers are sense-makers.
Both of these build upon the understanding of children's learning. Learners learn before they begin school, outside school one they begin school, and continue to do most of their learning outside school. Also for children, a powerful means of learning is through imitation. (Reference: Short, K. G., & Burke, C. (1996). Examining our beliefs and practices through inquiry. Language Arts, 73(2), 97-104.)
Keywords: Sense-making, misconceptions, inquiry learning
Metacognitive Skills Applied to Planning Environmental Curriculum in a Designated Ecological Emergency Zone; Niznhii Tagil, Russia
Abstract: The paper describes an action research study investigating the application of metacognitive strategies; concept mapping and the Vee Diagram, to the design of new environmental curricula in Niznhii Tagil, Russia. The research was conducted over the course of a year and emphasized collaborative planning, execution and assessment of the project. Two teacher inservice workshops helped participants develop a new environmental science education course for teacher training at the Institute Pedagogica and new environmental education curricula at local schools in the city of Niznhii Tagil, Russia. This large industrial city in the middle Ural Mountains is the first designated ecological emergency zone in the Russian Federation. The conferences, meetings, workshops and curriculum development effort helped teachers, those who train teachers, and members of the community learn how they can help young people develop awareness, knowledge, and skills they need to understand their immediate situation, and to become lifelong environmental stewards. Curriculum materials emphasizing interdisciplinary approaches and inquiry oriented lessons were developed for preservice and inservice teacher training as well as high school science students.
Understandings Through Literacy: Using The National Standards To Examine Science And Mathematics Education
Champagne, Audrey B.; Kouba, Vicky L. & Hurley, Marlene M.
Abstract: Analysis of the national standards documents for science and mathematics was performed using a consensus-building, iterative process designed to both identify those standards that addressed communication (speaking, listening, reading, and writing) and reasoning, and to identify any overt or implied differentiation in the levels of expected performance in meeting those standards. The proportion of each standard's components that directly addressed communication and reasoning was calculated. Total components that composed concepts, principles, and abilities from the National Science Education Content Standards were calculated to be 49 of 333 (14%); components from Standards A-F of the National Science Education Science Teaching Standards were calculated to be 4 of 28 (14%); the AAAS Benchmarks for Science Literacy components of principles and abilities contained 89 of 856 (10%); the Curriculum and Evaluation Standards for School Mathematics contained 117 of 260 (44%) components; and, the Professional Teaching Standards for School Mathematics had 33 of 142 (23%) of the components. Examined in this paper are the cognitive components of general literacy, the components of general literacy addressed in science and mathematics national standards, the proportions of the national standards documents in science and mathematics that directly address the components of literacy, and the expectations regarding both the levels of science and mathematics literacy and the nature of student responses that can be inferred from the science and mathematics standards documents. Curriculum design and assessment practices will be informed by an approach that produces detailed definitions of science and mathematics literacy from the design of assessment tasks that align with national standards for science and mathematics and the specification of science and mathematics literate responses to the tasks.
Teaching For Understanding, Part II: Graphical Representations Of Dissonance And Conceptual Change
Clement, John & Rea-Ramirez, Mary Anne
Abstract: This paper builds on concepts developed in the paper "Teaching for Understanding, Part I: Concepts of Conceptual Change and Dissonance" in this volume by Mary Anne Rea-Ramirez and John Clement. In Part I we discussed the fact that proponents of various strategies for promoting conceptual change have used a variety of terms and models to explain their particular method. These variations in language make the models more difficult to understand. Through the construction of diagrammatic representations of these models, in this section we attempt to explicate what some of the various major strategies of conceptual change are, in order to understand them more fully. In addition, we present some compound models which we feel express a summary of many of the available strategies from the research on conceptual change.
In Part I we argued for using a fairly broad concept of "dissonance" as a sensed disparity between an existing conception and some other entity. This can occur in mild as well as strong forms, as opposed to the term "conflict", which suggests only a strong disparity. We also presented a number of possible sources of dissonance, including: discrepant events, students' models and criticisms, and teachers' criticisms. In this paper we also discuss a different list of sources-- possible sources of ideas for model construction-- including: exploration and observations of materials, concrete examples, analogies, and suggested model elements. These have traditionally been seen as "positive" elements contributing to the construction of a new conception during learning, as opposed to "negative" dissonance producing elements during unlearning. We propose some representations for diagramming the effect of these sources of change on a student's conceptions, and illustrate this with diagrams of several approaches to teaching for conceptual change described in the literature.
We then go on to propose that the distinction between negative and positive influences is to some extent an illusion: sources of "negative" influence on an existing conception may also have "positive" influences on constructing a new model, and vice versa. In particular, we will contend that dissonance can occur as a result of the positive sources of model construction. This supports the conclusion from Part I that dissonance may be involved in CC in a multitude of ways.
The "positive" sources above then, instead of providing a single effect on model construction of a new model, may also provide a second effect in that they argue against an older model. We generalize this concept of a "dual effect" to all conceptual change strategies by arguing that most of them could be sources of both construction and dissonance during learning.
These questions deserve empirical investigation through tutoring interviews and other means. We are particularly interested in the question as to whether different forms of dissonance can be helpful in conceptual change teaching, and under what conditions they can be a detriment.
Science Education and HConstructivism
Ellett, Frederick S. Jr.; Allison, Derek J. & Ericson, David P.
Abstract: In his recent article in Educational Researcher, "The Good, the Bad, and the Ugly: The Many Faces of Constructivism," D.C. Phillips sets out to provide a clear understanding of the range of various positions involving "constructivism." According to Phillips, there is a very broad and loose sense in which all of us these days are constructivists. In Part I, we present Phillips' "way of the viewing the various forms of constructivism"; we consider Phillips' framework for comparing the constructivisms. We will argue that it is important that Phillips finds Karl Popper to be situated at about the middle of the constructivists.
In Part II, we argue that Phillips has not presented a full array of the significant possibilities at all. In developing the argument, we develop a framework that primarily takes into account the interrelations among epistemology, ontology, and (theories of) truth. We defend a form of constructivism in which "realism and idealism come together". We also suggest that these matters are themselves related to theories of the person. To illustrate a broader framework, we present some of the features of a Hconstructivist view and then critically compare Hconstructivism with the Popperian viewpoint.
In Part III, we use the Hconstructivist view to consider some of the important educational issues for the specialist in science and for the general student.
Keywords: science, epistemology, constructivism (ontic), realism
Students: primary, secondary, college
An Exploration Of Students' Traditional Practices And Beliefs In Aspects Of Health And Nutrition
Herbert, Susan
Abstract: In the tradition of Ausubel, cognitive psychologists have recognized the role of prior knowledge in the learner's active construction of meaning. It is well documented that the students' everyday practices and beliefs serve as ways of knowing prior to formal schooling, and that these practices and beliefs are sometimes at odds with those presented in the formal science classroom.
The study reported in this paper is an attempt to understand the principles that underpin practices and beliefs related to health and nutrition in Trinidad and Tobago. Topics such as health and nutrition, which are typically found in many lower secondary school science curricula, readily facilitate an investigation of the prior knowledge with which students enter the classroom.
A group of 12-13 year old girls, who attend an urban school, participated in the study. Specifically, their disposition towards traditional practices and beliefs was determined by means of a questionnaire and semi-structured interviews. The findings indicate that the students do engage in practices which are not found in conventional science, and they proffer explanations which are hinged on traditional beliefs. The implications for science curricula in a context such as this are discussed. In particular, this paper argues that the students' traditional practices and beliefs in the area of health and nutrition should be an intrinsic component of science curricula on this topic, which are developed for Trinidad and Tobago. As a prerequisite for curriculum development, knowledge and understanding of these practices and beliefs are essential.
The Development and Validation of A Taxonomy of Calculus I Students' Misconceptions Regarding the Derivative and Applications of the Derivative
Kelley, Maureen & Carifio, James
Abstract: The purpose of this study is to develop and validate a taxonomy of Calculus I students' misconceptions regarding the derivative and applications of the derivative. A taxonomy of misconceptions based on the work of Skelly (1994), Borasi (1985, 1994), Colgan (1991), and Radatz (1980) was developed and then expanded based on the teaching experience of the researcher. The theoretical framework for this study is conceptual change theory. The taxonomy was validated by four experienced Calculus I teachers.
A sample of fourteen northeastern Massachusetts community college Calculus I students were interviewed using an interview protocol developed and pilot studied by the researcher. The interviews were tape-recorded and transcribed. These Calculus I students' misconceptions will be coded by the researcher and one other experienced Calculus I teacher using the developed taxonomy of misconceptions. The codes will be analyzed descriptively and correlationally and in terms of how errors predict performance.
The development and validation of a taxonomy of Calculus I students' misconceptions regarding the derivative and applications of the derivative should be of importance to curriculum developing, assessment and teacher training.
Keywords: Misconceptions, Calculus students, Mathematics education
A Case Study of the Effects of a Constructivist Method of Instruction in General Chemistry Laboratory on Conceptual Change and Knowledge Construction among College Students
Abstract: This paper deals with the qualitative aspects of a larger study of the effects of constructivist and traditional teaching methods on achievement, conceptual change, attitude and perception of college students in the general chemistry laboratory (Lewicki, 1993). Specifically, six case studies that relate to conceptual change and knowledge construction will be presented and discussed. It is argued that laboratory experiences may be a worthwhile or essential aspect of science education, but the literature relating to research in this area does not always support these assumptions. While the laboratory may have value for nurturing positive student attitudes and for providing opportunities for students of all abilities to demonstrate skills and techniques (Bates, 1978), it appears that students may fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984).
Keywords: chemistry, laboratory, conceptual change, constructivism
Students: College-level
Investigations in Geometric Thinking: Young Children Learning with Technology
Masters, Jenny
Abstract: This paper describes a research project based on the implementation of a computer-based mathematics curriculum, characterised by tasks designed to promote exploration and investigation of geometric concepts.
The project investigated the domain of early mathematical learning and application, with an emphasis on the development of spatial sense and geometric knowledge. It also it examined a learning context that encouraged children's active construction of mathematical meaning, rather than the passive transmission of facts. Additionally, it considered the implications of utilising computers as a dynamic learning environment.
It was found that the computer-based investigation proved to be a nourishing environment for application of existing mathematical understandings and the construction of new ideas. The children participating in this study demonstrated many mathematical "moments" and post tests revealed considerable improvement in geometric understanding. This success however, was seen to rely on the supportive role played by the researcher. The project report proposed that the results of this type of computer-based project would be highly dependent on teacher-support mechanisms such as scaffolding.
Further research is warranted to examine the nature of teacher support and intervention during on-computer exploration tasks. It is suggested that this scaffolding should be characterised in to categories such as technical, social, emotional and cognitive. Additionally, it is deemed important that teachers are aware of these scaffolding processes and can determine when it is appropriate to intervene in the exploration process and when scaffolding should be withheld. It is anticipated that understandings of this nature will lead to richer learning experiences for young children exploring with technology-based tasks.
Keywords: geometry, technology, scaffolding
Constructivism: What It Is And Is Not
McAvoy, Rogers & Paparozzi, Christina
Abstract: This paper presents the epistemological assumptions of Constructivism in contrast to those of a more objectivist position. Within this framework is defined the concepts of learning, instruction and evaluation. It presents examples and draws implications for the application in the design of learning settings.
Pairing and Compiling Discrepant Events to Help Generate Understanding of Kinetic Molecular Theory
McGoey, Jon P.
Abstract: A central aspect to conceptual change strategies relies on introducing events which are discrepant to the students' existing conceptual framework. Discrepancies to existing theory however are dealt with by people in a variety of ways. Most frequently we reject, ignore, or explain away anomalies rather than alter our pre-existing models. This is crucial to meaningful learning since a person must accept the discrepancy's validity as part of the restructuring process. In a classroom, a range of conceptual frameworks exists and by extension, there is a range of responses to any experimental or conceptual evidence presented to the students. This study looks at using a classroom of 25 grade 9 students (age 14) as they construct kinetic molecular theory (KMT). The general approach is identify pre-existing notions, at times group students accordingly, assign (or have students design) experiments to test their models, and to share a vast array of ideas and findings in order to come to some common ground. The common ground to all the events, discrepant or otherwise, is what we eventually call theory. Under traditional tests, students learning under these conditions perform no differently than their peers. Under other measures of understanding, these students performed significantly better than their counterparts. It would seem then that there is little to lose and much to gain by adopting this type of conceptual change strategy.
Second Teaching: A Vygotskiian Approach to Constructing Understanding in Physics Learning
Novemsky, Lisa; Gautreau, Ronald & Pallrand, George
Abstract: Limited language proficiency within an academic discipline may be seen as making significant and potential contributions to formation and proliferation of misconceptions within that discipline. In this paper, second teaching, a pedagogical approach to addressing language aspects of introductory learning experiences, is described. Second teaching, based on the ideas of L.S. Vygotsky, is a model of structured small group activity which follows an initial presentation of new material, or first teaching. Although second teaching appears relevant to many domains, this work was generated from the specific domain of introductory physics learning involving students with limited English language proficiency.
Nurturing scientific understanding in a multicultural classroom: observations of interactions
Orquiza de Carvalho, Lizete M.; Carvalho, Washington; Alvarado, Tawny & Gallagher, James
Abstract: In this paper we analyzed data from studying a multicultural sixth grade classroom taught by an experienced science teacher. The data were taken from video-tapes of the classes, students' worksheets, and interviews with the teacher. An analysis of the students' mental representation of scientific concepts is presented. We focused on how much students got out of the activities and how the outcomes were intertwined. One of our results is that after students became familiarized with experiments and key ideas, many of them started to relate the experiments to other experiments using the key ideas and to extend those key ideas to different experiments. It seems that if students have greater opportunities to become familiarized with a manageable number of experiments and manageable number of scientific ideas, they can gradually begin to make sense of their own experience with thinking about and using scientific ideas.
Teaching For Understanding, Part I: Concepts of Conceptual Change and Dissonance
Rea-Ramirez, Mary Anne & Clement, John
Abstract: A problem in our field is that conceptual change is a term that has several different meanings. Disparities also occur with respect to the meanings of the terms 'conflict', 'disequilibrium', and 'dissonance'. In addition, as the strategies aimed at conceptual change have evolved, the same terms have taken on new meanings and some new implicit distinctions have emerged. The goal of this paper is threefold: 1) to present a brief review of the evolution of conceptual change concepts, 2) to propose some additional distinctions and attempt to define terms for them in a consistent way, and 3) to review articles that portray different roles dissonance plays in conceptual change strategies. It is our hope that developing a somewhat richer set of differentiated concepts will lead to better discussion and communication.
The processes of conceptual change may occur as a result of theoretical or empirical stimuli originating internally within the student and externally from other students, the teacher or from observations. However, whatever the source or outcome, based on our review, it may be that dissonance is to some extent unavoidable in learning situations where a prior model exists. Dissonance could provide a useful tool in promoting conceptual change when used with care. An important question is the optimal level of dissonance for effecting conceptual change under different circumstances. Therefore, it is important to look for optimal ways to use dissonance before dismissing it as a strategy.
Conceptual Models Of Human Respiration And Alternative Conceptions [That Present Possible Impediments To Students' Understanding]
Abstract: An understanding of human respiration is necessary for children to relate issues in the world around them to their own health, i.e. the hazards of smoking, pollution, and diseases of other body systems such as heart disease and cancer. While preliminary results of this study indicate that children have a vague notion of the danger and destructive nature of smoking, there appears to be an even wider gap in children's understanding of the structure and function of the respiratory system and its connection with smoking and pollution. If little or no connection is made between the essential functions of the respiratory system and the effect of smoking, pollution, and other health issues, can we expect children to take the warnings and lessons about health issues seriously?
For this reason, we have investigated the preconceptions held by students from nine to sixteen years old concerning the structure and function of the respiratory system and effects of smoking on this system. Many preconceptions held by students at a young age appear to be persistent in older children. In instances where more detailed answers were expressed by older students, they appeared to be comprised primarily of naive structural understanding and a belief that the lungs in some way affect oxygen transfer. However, little in-depth understanding was apparent. Initial analysis indicates that when students were asked what function the respiratory system played in the human body, their answers fell into three categories, they 1) described a behavior as a function, 2) described a naive function of the system, or they 3) gave no answer or a vague response unrelated to the question. It is important to note, however, that a few students from each group were able to discuss structures and functions of the respiratory system with accuracy and depth. This may indicate that the alternative conceptions surrounding human respiration are not due to the developmental age of the child, or to formal schooling, but rather to a lack of exposure to the material. This lack could lead the child to develop alternative explanations based on their own limited information. There also appears to be some evidence that some alternative conceptions do not constitute a major interference to subsequent learning. However, other Alternative conceptions do exist which provide major blocks to conceptual understanding.
This study provides a conceptual framework for understanding human respiration. It includes both naive conceptions and alternative conceptions in relation to target conceptions. This allows the analysis of students' conceptual maps and should help in the design of instruction.
Implications Of An Instructional Strategy Emphasizing Structured Conceptual Knowledge -- Addressing Causes Of Learning Problems In Undergraduate Science
Romance, Nancy R. & Vitale, Michael R.
Abstract: The argument advanced in this paper is that given the central role of conceptual knowledge in research about the teaching/learning process, college faculty should place greater emphasis on the role of structured knowledge in their discipline as a powerful framework for designing course curriculum, instruction, and assessment. Offered in the paper are strategies for instruction in freshman general science courses emphasizing the use of concept maps for representing conceptual knowledge and concept mapping as a process for constructing representations of conceptual knowledge for both faculty and students. In doing so, the implication of the paper is that faculty teaching freshman general science courses should use explicit techniques to emphasize the overall conceptual structure of the discipline being taught throughout the course rather than focusing on topics, concept sequences, or common misconceptions in isolation with the assumption that freshman students have the capability to organize and integrate the cumulative knowledge addressed.
Self-Efficacy of Preservice Elementary Teachers and Alternative Conceptions of Science
Schoon, Kenneth J. & Boone, William J.
Abstract: The purpose of this study was to discover whether there is a relationship between self-efficacy and the holding of alternative conceptions of science. Participants (n=619) were preservice elementary teachers who had not yet begun their student teaching practicum. The instrument created for this study consisted of a section adapted from Enoch's and Riggs' Elementary Science Teaching Efficacy Belief Instrument for preservice teachers and a section which was a test for common alternative conceptions of science.
This study found that the holding of certain specific alternative conceptions was associated with low self-efficacy. It may provide evidence that the holding of these alternative conceptions may actually cause a lower self-efficacy with regards to the teaching of science. It appears that because the holding of alternative conceptions may interfere with learning, persons holding them might have to struggle to understand scientific phenomena and would, as a result, feel less able to teach science to others.
The specific alternative conceptions associated with persons of low self-efficacy were:
That planets can be seen only with a telescope.
That dinosaurs lived at the same time as cave-men.
That rusty iron weighs less than the iron that it came from.
That electricity is used up in appliances.
That North is towards the top of a map of Antarctica.
Constructive Model Evolution in the Study of Electric Circuits
Steinberg, Melvin S. & Clement, John J.
Abstract: Various methods have been tried for fostering conceptual change in science including analogies, discrepant events, model sequences, and student generated explanations and discussions. Yet the results are often not as encouraging as we would like. What may be needed is a framework that orchestrates the use of these different strategies at different times in order to facilitate different aspects or stages of the conceptual change process. In this paper we describe an approach to teaching electric circuits that takes a model construction cycle of generation, criticism, and modification as an organizing framework for thinking about when to use each of the above strategies. The approach uses all of the above methods as the students are led to criticize and revise their model many times in the course of the lessons. It is assumed that students need to pass through a series of more and more complex and refined intermediate models in order to make sense of the model targeted by instruction, rather than counting on a single "correct" model to carry all of the weight. We report on the case study of a student in a tutoring experiment using this approach, concentrating on the student's moments of surprise and disequilibrium. In this case, the teaching method appears to lead to the construction of an explanatory model that is fairly deeply understood in the sense that it can generate coherent explanations of a complex dynamic system.
Domain-Specific Inquiry Support: Permeating Discussions with Scientific Conceptions
Tabak, Iris & Reiser, Brian J.
Abstract: This paper presents research that is part of a broader project called BGuILE (Biology Guided Inquiry Learning Environments) on supporting learning through student-directed inquiry in high school biology classes. In this paper we describe how student-directed inquiry in an environment designed to focus students on key principles of evolution can provide them with opportunities for challenging their alternative beliefs, and forming new, scientific conceptions. Further, we describe how this domain-specific strategic support invites students and teacher to make key domain principles objects of discussion, and thus facilitates the types of discussion that can foster conceptual change. We compare two types of activities and discuss their relative contributions in achieving these goals, and their complementary roles in supporting the construction of scientific conceptions of evolution.
The Interplay between Scientific Epistemological Beliefs and Preferences for Constructivist Learning Environments of Taiwanese Eighth Graders
Tsai, Chin-Chung
Abstract: Science educators have identified an individual's epistemological beliefs about science as an essential feature of his (or her) conceptual ecology; these beliefs may shape his (or her) metalearning assumptions and then influence his (or her) learning orientations or preferences. This study was conducted to explore the interplay between students' scientific epistemological beliefs and their preferences for constructivist learning environments. Through analyzing forty-eight Taiwanese eighth graders' questionnaire responses, in-depth interview results and their reflections on a series of treatment lessons conducted by a combination of both traditional and constructivist instructional strategies, this study found that students having epistemological beliefs more oriented to constructivist views of science (as opposed to empiricist views about science) tended to show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p<.05), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p<.05), and (3) meaningfully control their learning activities (p<.001). Qualitative details also revealed that students holding constructivist epistemological beliefs about science tended to employ more meaningful strategies when learning science, whereas students having epistemological beliefs more aligned to empiricism tended to use rote-like learning strategies to enhance their understanding. However, students' epistemological orientations were not significantly related to their achievement on traditional science tests. The main trust of the findings drawn from this study indicate that teachers need to be very aware of the student's epistemological orientation toward scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning by students who are constructivist-oriented.
Keywords: scientific epistemological beliefs, learning environment, constructivism
Constructivistic teaching methods helping students to develop particle models in science
Abstract: We have used untraditional teaching methods as well as traditional ones in teaching particle models in science like the kinetic particle model of matter and the electron model for electric circuits to students from grade-6 to grade-10 . The methods called untraditional are drama (role play), concept mapping, writing about being particles (creative writing) and students "teaching" their parents about the models they have learned at school. Most research shows that these models are difficult to understand and to use. By using these untraditional methods alongside traditional ones more students were able to get a sound understanding of the particle models and able to explain physical phenomena by using these models.
Constructivism in health education programs
Urbanowski, Reg
Abstract: Constructivism is an educational philosophy, strategy, and methodology that has gained a foothold in mainstream educational literature. It has been applied to an androgogical population in higher education. Current educational trends are focused not so much on evaluation as they are on developing criticism within learners. Higher education is beginning to promote a refocus on knowledge construction. Constructivism promotes an understanding of the learner in the context of the learning environment where the learner is an active participating member that is constructing, reconstructing, and deconstructing knowledge constantly. With this in mind, constructivism seeks to find the balance between the learners' and the instructors' responsibility for designing, implementing, and evaluating the learning 'experience' where knowledge emerges. There is a lot of discussion in educational literature of the health professions today regarding the use of clinical reasoning, problem-based learning, or the plethora of other curriculum design strategies that seek to develop the intuitive mind of the clinicians (Boelen, 1990; Jacobs, Aja, Hermenau, 1994; Lindsey, Pinnix Cox, 1994; Pope-Davis, Prieto, Whitaker, Pope-Davis, 1993). Effective and efficient evaluation of these various strategies requires the use of a philosophical kaleidoscope through which various strategies can be viewed. This article will provide the reader with an introduction to the constructivist kaleidoscope.
Cartographies of Cognition: Charting the Links Between Mathematics Content and Pedagogy Concepts
von Minden, Avril M.; Walls, Richard T. & Nardi, Anne H.
Abstract: The foci of the current study were to (a) explicate the nature of the links between content knowledge in the math domain and the pedagogical reasoning and actions proposed in teaching suggestions for problems containing a core concept set and (b) measure the adequacy of concept maps versus Pathfinder networks as structural knowledge elicitation techniques for the content concepts in a domain. Knowledge structure representations of university mathematicians, math educators, high school teachers, middle school teachers, and elementary school teachers were compared. Because of their training in both mathematical content and pedagogical concepts, math educators were expected to integrate these domains into a coherent pedagogical content knowledge structure. This was the case. Although mathematicians possessed integrated content knowledge structures, they tended to represent teaching as transmission of knowledge and learning as accumulation of knowledge. Math educators, high school teachers, elementary teachers, and in most instances, middle school teachers, appeared to conceptualize teaching as facilitation of conceptual change and learning as an interactive process. In addition, Pathfinder network analysis showed concept maps to yield more logically coherent representations of content knowledge structure than did similarity judgments of all pairwise comparisons.
So, what is momentum? One Teacher's Attempt to Understand Student Knowledge Construction in Physics
Wessel, Warren E.
Abstract: This article reports the results of a qualitative research study exploring student learning while instructed about momentum. The researcher taught nine students in a regular classroom setting. Student struggles with construction of knowledge are described using a combination of student quotations and interpretations by the teacher/researcher. Four distinct attempts to construct the concept of momentum by student participants are identified in the discussions. Concluding thoughts present suggestions for changes to enhance student understanding of the process of mathematical representation in physics, and to instructional strategies when teaching momentum to senior physics classes.
Keywords: student knowledge construction, teacher instruction, secondary science education
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