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1.
Abstract In this study, the question was addressed which instructional conditions are required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change. The CONTACT‐2 strategy (a computer‐assisted instructional strategy for promoting conceptual change in the domain of basic physical geography) served as starting point for the design of several training procedures aimed at enhancing self‐regulated learning. With the first experimental condition, strategic support was gradually withdrawn ('faded') within each instructional step, while, with the second experimental condition, the number of steps was reduced as the training continued. The original CONTACT‐2 condition served as control condition. Subjects were 65 fifth‐ and sixth‐graders (primary education). Dependent variables concerned students’ abilities to initiate and perform learning activities aimed at conceptual change, the quality of their conceptions, and their learning performance. Results suggested that ‘fading’ can be a fruitful instructional approach to foster self‐regulated learning aimed at conceptual change, provided that the ‘fading’ procedure is tuned to the students’ actual level of self‐regulated learning: external control should not be withdrawn until students are able (and prepared) to initiate and perform the learning activities being required. When these conditions are met, designing effective training procedures aimed at ‘learning for conceptual change’ seems possible. 相似文献
2.
Harm J. A. Biemans P. Robert -Jan Simons 《European Journal of Psychology of Education - EJPE》1995,10(3):243-259
The effects of the contact strategy (a computer-assisted instructional strategy aimed at conceptual change in text processing) were investigated by dismantling the strategy. An experiment with 86 Ss (5th/6th-graders) was conducted in which the number of instructional steps was cumulatively varied from 0 steps (no activation) over 1 step (search for old idea) and 3 steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea) to all 5 contact steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea; 4. apply new idea; 5. evaluate new idea). A design with 2 between-subjects factors (instructional strategy and students familiarity with the central concepts from the 7 instructional texts used) and 2 within-subjects factors (type of learning performance test item and time of testing) was used. Dependent variables concerned quality of final conceptions and learning performance. Results indicated that the complete contact strategy was the most effective variant. It seemed to be the case, however, that students mainly focused their attention on the central concepts from the texts. In our view, instructional strategies to foster conceptual change should both support knowledge restructuring processes and offer a solution for this problem of selective attention. 相似文献
3.
One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions. 相似文献
4.
Dr. Diane Grayson 《Research in Science Education》1994,24(1):102-111
Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior
to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate
conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special
case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves
two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly,
the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term,
and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics
concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
5.
This study investigated the differential effects of two modes of instructional program (conceptual change oriented and traditionally designed) and gender difference on students' understanding of heat and temperature concepts, and their attitudes toward science as a school subject. The subjects of this study consisted of 72 seventh grade students from two General Science Classes taking the course from the same teacher. Each teaching method was randomly assigned to one class. The experimental group received reinforcement via the conceptual change texts while the control group utilized traditionally designed science texts over a period of four weeks. Analysis of covariance was used. Logical thinking ability was taken as a covariate. The results showed that the conceptual change oriented instruction produced significantly greater achievement in understanding of heat and temperature concepts. The result for science attitudes as a school subject showed no significant difference between the experimental and control groups. Also, no significant difference was found between the performance of females and that of males in terms of learning heat and temperature concepts and attitudes toward science, but the interaction of treatment regarding to gender was significant for learning the concepts. In addition, it was found that students' logical thinking ability accounted for a significant portion of variation in heat and temperature concepts achievement. 相似文献
6.
This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in
the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific
reasoning. The other group of students received conventional instruction. In addition to the quantitative data, six students
from each group were interviewed to evaluate their conceptual change, correct concepts and scientific reasoning. Results indicate
that the experimental group’s students significantly outperformed the conventional group on the Combustion Achievement Test
(CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT). Moreover, the experimental group’s
students use higher levels of scientific reasoning more frequently and changed their alternative concepts more successfully
than did the conventional group. Furthermore, once the experimental group’s students’ successfully changed their conceptions,
their concepts tended to be more stable than the conventional group’s students, even after the 6th week of learning. These
results demonstrate that combining conceptual change and scientific reasoning indeed improves students’ conceptual change
and scientific reasoning ability more effectively than conventional instruction. 相似文献
7.
Chi (1992, 1993) Chi et al. (1994) suggests that many of the difficulties encountered by students in learning Physics concepts arise because they attribute the ontology of material substances to these concepts. These concepts are actually a special type of process - 'Constraint-Based Interactions' (CBI). Slotta and Chi (1996) reported on a study where a group of students explicitly trained in the CBI ontology showed significant gains over a control group in problem solving performance in eight simple electric circuit problems. This paper reports on a series of four studies which explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts. 相似文献
8.
Panayiota Kendeou Jason L. G. Braasch Ivar Bråten 《Journal of Experimental Education》2016,84(2):245-263
A refutation text is designed to promote conceptual change by explicitly acknowledging commonly held misconceptions about a topic, directly refuting them, and providing an accurate explanation. In this study, we determined the impact of different types of refutation texts on adolescent readers’ conceptual change learning in science. Specifically, we manipulated the way the correct conception was justified and explained following work in epistemic cognition. Three different types of justification were compared to a control condition: justification by authority, justification by multiple sources, and justification by personal opinion. The findings showed that learning effects were optimized when the correct conceptions were presented in terms of a corroborated consensus among multiple sources. 相似文献
9.
Instructional design for meaningful learning 总被引：1，自引：0，他引：1
David Kember 《Instructional Science》1991,20(4):289-310
The instructional design and student learning literature is reviewed for guidelines for instruction which would encourage deep rather than surface learning. A taxonomy is presented which values student conceptions of key phenomena and skills for the self-discovery of knowledge as more important than the accumulation of information. Strategy elements suggested for the selection and sequencing of content, therefore, focus on revealing the interrelationship between key concepts. Evidence is presented of the persistent nature of existing conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are suggested as a means of exposing existing conceptions. It then seems necessary to provide a challenge to revealed or anticipated misconceptions so that students pass through a disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of a mis-match between the goals and practice of teachers, action research is suggested as a method of implementation. 相似文献
10.
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution. 相似文献
11.
Dr Peter Searle 《Research in Science Education》1993,23(1):266-275
This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics
students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving
force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition
to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies
for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment
and the use of a wide range of problem contexts.
Specializations: physics education, alternative conceptions, conceptual change. 相似文献
12.
《The Journal of educational research》2012,105(1):7-18
ABSTRACT A hands-on instructional approach with medium-achieving 10th-grade students (N = 294) successfully demonstrated the achievement of a conceptual change. Two teaching variations were applied (I-1, I-2), both dealing with a hands-on gene technology lesson in an out-of-school laboratory. I-2 additionally confronted the participants with alternative conceptions to some of the central issues involved in gene technology following a constructivist teaching model. The authors monitored the percentage of alternative conceptions by pretest, posttest, and delayed posttest. In the long term, I-2 abandoned more of students’ alternative conceptions in favor of the orthodox scientific view. Furthermore, a gender effect appeared: In the short term, more young men within I-2 were forced to shift to more scientific conceptions. Young women filed their alternative conceptions also in the long term, independently of the applied instructional method. 相似文献
13.
In learning conceptual knowledge in physics, a common problem is the development and differentiation of concepts in the learning process. An important part of this development process is the re-organisation or re-structuring process in which students’ conceptual knowledge and concepts change. This study proposes a new view of concept development with explicit attention given to concept development from the level of knowledge-as-pieces to the level of knowledge-as-theory. The proposed new picture is based on the view that concepts are complex constructs essentially embedded in a larger system of knowledge. Three closely connected aspects require our attention: (1) conceptions of concepts, (2) conceptions of knowledge systems, and finally, (3) conceptions of the process of change. The potential advantages of this prospective are demonstrated through the re-analysis of the concept development in the well-known case of electric current and voltage. The results show that in the concept development process, both causal knowledge and coherence of the knowledge system play crucial roles. Finally, the study points out how the theoretical position proposed here directly impacts conceptions of learning and instruction as well as what solutions are sought for problems in learning—or even what is considered a problem or success in learning. 相似文献
14.
Research suggests that conventional teaching techniques have proved largely ineffective for dealing with the problem of science students’ misconceptions or alternative frameworks. This paper reports an investigation whereby inter‐personal conflict within dyadic interactions is used as a strategy for promoting development towards correct scientific conceptions in specific areas of electrical circuits and mechanics amongst first‐year tertiary physics students. The data indicate that a large number of physics students at the tertiary level hold non‐scientific conceptions of these physical phenomena. The dyadic interaction strategy proved effective as a means of encouraging students to actively and closely consider their own thinking about basic physical concepts. Further, results highlight the importance of inter‐personal conflict in the process of conceptual change. 相似文献
15.
Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students’ understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students’ understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher’s reflection journal. Pre-test–post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students’ texts provided further evidence of the students’ ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers’ approaches to these aspects of instruction around chemical bonding. 相似文献
16.
17.
《The Journal of educational research》2012,105(9):423-425
AbstractNo differences in learning or retention were obtained for a computer assisted instruction program (CAI) which incorporated response contingent feedback, prompting, and overt correction procedures when compared to a CAI program which simply typed the correct response following a student response. No differences in learning or retention were obtained for a condition in which an instructional program was administered by a teletypewriter as compared to a condition in which the material was presented by means of programmed texts. Both conditions in which instruction was presented by a CAI communication device took significantly more instructional time than the programmed text condition. 相似文献
18.
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential misunderstandings after working on introductory explanations. Against this background, we provided learners with two instructional support measures to optimise the introduction of new principles and concepts by providing instructional explanations in the domain of management theory: (a) prompts designed to induce inferences that are focused on the central content of the explanations, and (b) remedial explanations that are adapted to the learners’ knowledge gaps. We tested their effects in a 2 × 2 factorial experimental design with the following factors: (a) prompts designed to induce focused processing (with vs. without), and (b) remedial explanations (adapted vs. random). The participants consisted of 80 psychology students. We found that the prompts fostered both the share of deep-oriented processing and the acquisition of conceptual knowledge. The beneficial effect of prompts on conceptual knowledge was mediated by the number of inferences that learners generated in response to the prompts. In addition, we found that prompts also fostered the instructional efficiency of providing instructional explanations. The provision of adapted remedial explanations, however, fostered neither deep-oriented processing nor the acquisition of conceptual knowledge. We conclude that prompts designed to induce focused processing can foster deep-oriented processing as well as both the effectiveness and efficiency of learning from instructional explanations. 相似文献