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| Autor/inn/en | Tao, Ping-Kee; Gunstone, Richard F. |
|---|---|
| Titel | The Process of Conceptual Change in 'Force and Motion'. |
| Quelle | (1997), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Concept Formation; Context Effect; Foreign Countries; Generalization; Group Activities; High Schools; Learning Theories; Physics; Problem Solving; Science Education; Scientific Concepts; Student Attitudes; Teaching Methods; Australia |
| Abstract | The process of students' conceptual change was evaluated 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 pre-, post-, and delayed post-tests 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 were collected at various junctures during instruction. At each juncture, data for each of 12 students were analyzed to provide a "conceptual snapshot" at that particular juncture. All conceptual snapshots together provided a delineation of the students' conceptual development. 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 that achieved long-term conceptual change appeared to be able to perceive commonalities and accept the generality of scientific conceptions across contexts. These findings led to a tentative model of conceptual change. The paper concludes with consequent implications for classroom teaching. Contains 51 references. (Author/PVD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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