Persistence of the Intuitive Conception of Living Things in Adolescence

Autor/inn/en	Babai, Reuven; Sekal, Rachel; Stavy, Ruth
Titel	Persistence of the Intuitive Conception of Living Things in Adolescence
Quelle	In: Journal of Science Education and Technology, 19 (2010) 1, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-009-9174-2
Schlagwörter	Reaction Time; Prior Learning; Grade 10; Misconceptions; Classification; Learning Processes; Adolescents; Biology; Science Instruction; Scientific Concepts; Science Education; Intuition + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Vorkenntnisse; Missverständnis; Classification system; Klassifikation; Klassifikationssystem; Learning process; Lernprozess; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung
Abstract	This study investigated whether intuitive, naive conceptions of "living things" based on objects' mobility (movement = alive) persist into adolescence and affect 10th graders' accuracy of responses and reaction times during object classification. Most of the 58 students classified the test objects correctly as living/nonliving, yet they demonstrated significantly longer reaction times for classifying plants compared to animals and for classifying dynamic objects compared to static inanimate objects. Findings indicated that, despite prior learning in biology, the intuitive conception of living things persists up to age 15-16 years, affecting related reasoning processes. Consideration of these findings may help educators in their decisions about the nature of examples they use in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10