Using the Lakatosian Conflict Map for Conceptual Change of Pre-Service Elementary Teachers about the Seasons

Autor/inn/en	Oh, Jun-Young; Lee, Hyonyong; Lee, Sung-Soon
Titel	Using the Lakatosian Conflict Map for Conceptual Change of Pre-Service Elementary Teachers about the Seasons
Quelle	In: Research in Science & Technological Education, 35 (2017) 1, S.17-41 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oh, Jun-Young) ORCID (Lee, Hyonyong) ORCID (Lee, Sung-Soon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2016.1222359
Schlagwörter	Concept Formation; Concept Mapping; Elementary School Curriculum; Preservice Teacher Education; Preservice Teachers; Conflict; Weather; Teaching Methods; Educational Strategies; Scientific Methodology; Cognitive Mapping; Etiology; Beliefs; Student Teacher Attitudes; Attitude Change; Questionnaires; Pretests Posttests; Astronomy; Perspective Taking; Inferences; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Concept Map; Lehramtsstudiengang; Lehrerausbildung; Konflikt; Wetter; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Ätiologie; Belief; Glaube; Attitudinal change; Einstellungsänderung; Fragebogen; Astronomie; Zukunftsperspektive; Inference; Inferenz; Ausland; Korea; Republik
Abstract	Background: Kuhn's model of science has been widely influential, but in this paper, it is argued that it is more appropriate to consider constructivist learning within science education as a research program in the sense used by Lakatos. Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers' conceptual understandings of the causes of seasons. Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers. Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth's elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction. Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students' existing ideas and target scientific concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01