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1.
Nam‐Hwa Kang 《科学教学研究杂志》2007,44(9):1292-1317
The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in‐service elementary teachers conducted an 8‐week‐long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video‐recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter‐evidence, and understanding of ontological demands of learning. Future research questions were suggested. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292–1317, 2007 相似文献
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Robert A. Lonning 《科学教学研究杂志》1993,30(9):1087-1101
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research. 相似文献
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Okhee Lee David C. Eichinger Charles W. Anderson Glenn D. Berkheimer Theron D. Blakeslee 《科学教学研究杂志》1993,30(3):249-270
The purpose of this study was two-fold: (1) to understand the conceptual frameworks that sixth-grade students use to explain the nature of matter and molecules, and (2) to assess the effectiveness of two alternative curriculum units in promoting students' scientific understanding. The study involved 15 sixth-grade science classes taught by 12 teachers in each of two successive years. Data were collected through paper-and-pencil tests and clinical interviews. The results revealed that students' entering conceptions differed from scientific conceptions in various ways. These differences included molecular conceptions concerning the nature, arrangement, and motion of molecules as well as macroscopic conceptions concerning the nature of matter and its physical changes. The results also showed that the students taught by the revised unit in Year 2 performed significantly better than the students taught by the original commercial curriculum unit in Year 1 for 9 of the 10 conceptual categories. Implications for science teaching and curriculum development are discussed. 相似文献
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Hsiao-Ching She 《Research in Science & Technological Education》2013,31(1):43-54
This article examines the process of students' conceptual change involving thermal expansion as a result of employing the Dual Situated Learning Model (DSLM) (She, 2001, 2002) as a classroom instructional approach. The dual situated learning events of this model are designed according to the students' ontological viewpoint of the science concepts as well as the nature of these concepts. Moreover, these events serve two functions in creating dissonance with the pre-existing knowledge and providing new schema for constructing a more scientific view of the concept. DSLM has been shown to promote students' conceptual change using one-to-one instructional procedure (She, 2002). This study further demonstrates that DSLM holds great potential to facilitate the conceptual change process involving thermal expansion through classroom instruction, even the difficult concept or higher hierarchical level one. 相似文献
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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
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This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one‐group pre‐, post‐, and retention quasi‐experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, 1 week after, and 8 weeks after learning. A total of 18 students, six from each class, were each interviewed for 1 hour before, immediately after, and 2 months after learning. A flow map was used to provide a sequential representation of the flow of students' scientific narrative elicited from the interviews, and to further analyze the level of scientific reasoning and conceptual change. Results show students' concepts of atoms, scientific reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of scientific reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and scientific reasoning could be improved through the SCCR learning project. Moreover, regression results indicated students' scientific reasoning contributed more to their conceptual change than to the concepts students held immediately after learning. It implies that scientific reasoning was pivotal for conceptual change and prompted students to make associations among new mental sets and existing hierarchical structure‐based memory. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91–119, 2010 相似文献
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Ida Rose Florez 《Journal of Early Childhood Teacher Education》2013,34(2):118-134
Case analysis is often used in early childhood teacher education as a constructivist method for developing students' professional skills and knowledge. Although case-based instruction is popular, the professional literature contains little empirical evidence that it effectively helps students develop professional knowledge. Indeed, some empirical evidence suggests case-based instruction may negatively impact learning, especially for students with limited existing knowledge about children's development. This study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers: those taught child development with case-based instruction and those taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received. Results indicated that students with strong prior knowledge out-performed classmates regardless of instructional method (i.e., case-based or didactic instruction). Students at all levels of prior knowledge had similar knowledge gains across both case-based and didactic instruction, but data trends suggest students with the least prior knowledge gained the most knowledge with case-based instruction. 相似文献
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Hsiao‐Ching She 《科学教学研究杂志》2004,41(2):142-164
This article examines how the Dual‐Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it creates dissonance with students' prior knowledge by challenging their epistemological and ontological beliefs about science concepts, and it provides essential mental sets for students to reconstruct a more scientific view of the concepts. In this study, the concept “heat transfer: heat conduction and convection,” which requires an understanding of matter, process, and hierarchical attributes, was chosen to examine how DSLM can facilitate radical conceptual change among students. Results show that DSLM has great potential to foster a radical conceptual change process in learning heat transfer. Radical conceptual change can definitely be achieved and does not necessarily involve a slow or gradual process. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 142–164, 2004 相似文献
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The work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual-change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this area. 相似文献
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The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999 相似文献
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John A. Hansen Michael Barnett James G. MaKinster Thomas Keating 《International Journal of Science Education》2013,35(11):1365-1378
The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer‐based models of scientific phenomena. However, despite the growing trend of integrating technology into science curricula, educators need to understand what aspects of these technologies promote student learning. This study used a multi‐method research approach involving both quantitative (Paper 1) and qualitative data (Paper 2) to examine student conceptual understanding of astronomical phenomena, relative to two different instructional experiences. Specifically, based on students' understandings of both spatial and declarative knowledge, we compared students who had constructed three‐dimensional computational models with students who had experienced traditional lecture‐based instruction. Quantitative analysis of pre‐interview and post‐interview data revealed that construction of three‐dimensional models best facilitated student understandings of spatially related astronomical concepts — whereas traditional instruction techniques best facilitated student understandings of fact‐oriented astronomical knowledge. This paper is the first in a two‐paper set that continues our line of research into whether problem‐based courses such as the Virtual Solar System course can be used as a viable alternative to traditional lecture‐based astronomy courses. 相似文献
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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
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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
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This study was based on the framework of the “conflict map” to facilitate student conceptual learning about causes of the seasons. Instruction guided by the conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and scientific conceptions, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conceptions. Two ninth grade science classes in Taiwan participated in this quasi‐experimental study in which one class was assigned to a traditional teaching group and the other class was assigned to a conflict map instruction treatment. Students' ideas were gathered through three interviews: the first was conducted 1 week after the instruction; the second 2 months afterward; and the third at 8 months after the treatment. Through an analysis of students' interview responses, it was revealed that many students, even after instruction, had a common alternative conception that seasons were determined by the earth's distance to the sun. However, the instruction guided by the framework of the conflict map was shown to be a potential way of changing the alternative conception and acquiring scientific understandings, especially in light of long‐term observations. A detailed analysis of students' ideas across the interviews also strongly suggests that researchers as well as practicing teachers need to pay particular attention to those students who can simply recall the scientific fact without deep thinking, as these students may learn science through rote memorization and soon regress to alternative conceptions after science instruction. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1089–1111, 2005 相似文献
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Keith S. Taber 《International Journal of Science Education》2013,35(14):1915-1943
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this ‘scientific value’ should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college‐level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed. 相似文献
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Learners enter the classroom with informal ideas (alternative conceptions) about scientific phenomena; these ideas affect how the corresponding scientific explanations are learned. In addition, studentsÕ epistemological beliefs concerning learning influence achievement. This study investigated the effects of a constructivist versus objectivist learning environment on college studentsÕ conceptual change, using a computer simulation of the human cardiovascular system as an instructional tool. This study also investigated the interaction between constructivist versus objectivist learning situations and the studentsÕ epistemological beliefs. The constructivist approach resulted in significantly greater conceptual change than the objectivist approach for 2 of 6 commonly held alternative conceptions; the other 4 of 6 areas showed no significant differences for treatment group. More important, however, the treatment interacted significantly with epistemological beliefs. Individuals with more advanced epistemological beliefs learned more with a constructivist treatment; individuals with less developmentally advanced beliefs learned more with an objectivist treatment. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 145–160, 1998. 相似文献
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Previous research seems to support the assumption that students need instructional guidance to activate and correct their preconceptions. Such an instructional strategy is the CONTACT strategy, characterised by continuous, computer-assisted activation of the conceptions of individual learners. Our previous study showed that the CONTACT strategy was effective in promoting conceptual change in text processing (domain: physical geography) because students (fifth- and sixth-graders, primary education) constructed more correct conceptions. However, students mainly seemed to focus on the central concepts from the training texts, disregarding other information. Therefore, the strategy was adapted to solve this problem of selective attention and to increase its effectiveness. Subjects (74 fifth- and sixth-graders) were assigned to three instructional conditions (original CONTACT condition, revised CONTACT-2 condition and control condition NO ACTIVATION). A mixed between-within-subjects design was used with 2 between-subjects factors (instructional condition and students' familiarity with the central concepts from the 7 texts used). Dependent variables concerned quality of conceptions and learning performance. Students from the CONTACT-2 condition constructed better conceptions and achieved higher learning performance scores than students from the other two conditions. Moreover, the effectiveness of the CONTACT-2 strategy appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts and on the moment of testing. Additional research should shed some light on the instructional conditions required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change. 相似文献