Facilitating Conceptual Change in Students' Understanding of Ecological Concepts

In this study, the effect of conceptual-change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated. Using information collected through interviews and related literature, the Ecology Concept Test was developed and administered to 58 elementary students in two classes of an elementary school before and after the treatment. The experimental group received conceptual-change-texts-oriented instruction and the control group received traditional instruction. Results of independent t test analysis revealed a statistically significant difference between the gain score means of the students in both groups with respect to ecological concepts in favor of experimental group after the treatment.     

Enhancing Pre-service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text

This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry. Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions are changed to become more in accord with the scientific view, with more participants providing correct answers along with correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including the effect of solute surface on the dissolution process.     

Facilitating Chemistry Teachers’ Understanding of Alternative Interpretations of Conceptual Change

Historians and philosophers of science have recognized the importance of controversies in the progress of science. The objective of this study was to facilitate in-service chemistry teachers’ understanding of conceptual change based on alternative philosophical interpretations (controversies). Selected controversies formed part of the chemistry curriculum both at secondary and university freshman level. The study is based on 17 in-service teachers who had registered for all week course on “Investigation in the Teaching of Chemistry” as part of their Master’s degree program. The course is based on 17 readings drawing on a history and philosophy of science perspective with special reference to controversial episodes. Course activities included written reports, class room discussions based on participants’ presentations, and written exams. A major finding of this study is that most teachers went through an experience that involved: inconsistencies, conflicts, contradictions, and finally some degree of conceptual change. A few of the participants resisted any change, but still raised important issues with respect to conceptual change. Some of the educational implications are: a) Similar to a scientist, a student can live with two rival theories simultaneously and as the student enriches his cognitive repertoire the conflict can perhaps be resolved; b) Resolution of a conflict may not follow a logical pattern of reasoning but rather a slow process (based on motivational, intuitive, and affective factors) in which the hardcore of beliefs slowly crumbles; c) In science there is no absolute truth, nor a scientific method and consequently there cannot be rules, methods, algorithms, or pre-determined steps for introducing conceptual change; d) Teachers’ epistemological outlook is crucial in order to facilitate conceptual change.     

Enhancing Students' Understanding of Photosynthesis and Respiration in Plant Through Conceptual Change Approach

This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students. The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant for learning the concepts.     

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group, which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze the data. The results showed that students in the experimental group had better conceptual understanding, and achievement of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were accounted for a significant portion of variations in conceptual understanding and achievements related to the computational problems.     

A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry

Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry.     

Facilitating Conceptual Change in Gases Concepts

The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test. Also, a significant difference was found between the performance of females and that of males in terms of understanding gases concepts in favor of males.     

概念转变学习：一种基于建构主义的科学教学模式

建构主义认为，科学概念的学习就是学生由前概念向科学概念的转变过程。西方学者对此做了大量的研究。本文着重分析了概念转变学习的内涵、支持条件、途径和模式，以及促进前概念转变为科学概念的教学策略。     

The Effect of Supplementing Instruction with Conceptual Change Texts on Students’ Conceptions of Electrochemical Cells

The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students’ understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional instruction. A 23-item multiple-choice test was developed assess students’ conceptual understanding of electrochemical cells. This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students’ understanding science concepts.     

The effect of a conceptual change approach on understanding of students’ chemical equilibrium concepts

The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth‐grade students’ conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth‐grade students. In this study, a pre‐test/post‐test control group semi‐experimental design pattern was used. During teaching the topic of chemical equilibrium concepts in the chemistry curriculum, a conceptual change approach was applied in the experimental group whereas traditional instruction was followed in the control group. Data were analysed with an independent samples t‐test, and an analysis of covariance using the pre‐test scores as the covariate. The results showed that the conceptual change approach was statistically more effective than traditional instruction in terms of students’ conceptual understanding. After the six‐week intervention, interviews were conducted with 18 selected students in the study. In the interviews a prevailing alternative conception was detected beside many alternative conceptions. When they were asked to compare equilibrium constants of two different reactions they mostly responded to mean that ‘the bigger the mol number of the products, the bigger the equilibrium constant’ without considering what proportions the reactants were transformed into products in a reaction. Also, in this study a two‐tier multiple choice test was developed related to chemical equilibrium to detect students’ concepts and alternative concepts.     

概念转变模型及其发展的综述

概念是思维的工具,是人类认识世界,表达思想的载体。概念转变模型研究的是概念动态的转变过程,即由前概念向科学概念的转变过程,是一个积极建构的学习过程。探讨了概念转变模型的发展历史,阐述了两个主要学术流派的概念转变模型,即认知为基础的概念转变模型和以社会文化为基础的概念转变模型;同时,还论述了概念模型理论的新趋势,提倡在构建科学的概念模型时,必须考虑认知冲突和社会文化的融合,强调自主学习、合作学习和交互式学习三位一体的课堂教学模式。     

论促进学生概念转变的探究式教学

新课改以后,探究式教学受到了广大科学教育者的重视,但实施效果却不尽人意。针对教师在实施探究式教学中存在的问题,研究者纷纷对探究式教学策略展开研究。为促进学生在科学探究的同时理解科学知识、形成科学概念,教师在实施探究式教学中应了解学生的理论基础并给予正确的理论指导、引发认知冲突、关注学生的情意领域、灵活实施科学探究活动、重视同伴间的交流和讨论。     

The Influence of Approach and Avoidance Goals on Conceptual Change

ABSTRACT

Recently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students’ conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory.     

The Virtual Solar System Project: Developing Conceptual Understanding of Astronomical Concepts Through Building Three-Dimensional Computational Models

The Virtual Solar System (VSS) course described in this paper is one of the first attempts to integrate three-dimensional (3D) computer modeling as a central component of an introductory undergraduate astronomy course. Specifically, this study assessed the changes in undergraduate university students' understanding of astronomy concepts as a result of participating in an experimental introductory astronomy course in which the students constructed 3D models of different astronomical phenomena. In this study, we examined students' conceptual understanding concerning three foundational astronomical phenomena: the causes of lunar and solar eclipses, the causes of the Moon's phases, and the reasons for the Earth's seasons. Student interviews conducted prior to the course identified a range of student alternative conceptions previously identified in the literature regarding the dynamics and mechanics of the Solar System. A previously undocumented alternative conception to explain lunar eclipses is identified in this paper. The interviews were repeated at the end of the course in order to quantitatively and qualitatively assess any changes in student conceptual understanding. Generally, the results of this study revealed that 3D computer modeling can be a powerful tool in supporting student conceptualization of abstract scientific phenomena. Specifically, 3D computer modeling afforded students the ability to visualize abstract 3D concepts such as the line of nodes and transform them into conceptual tools, which in turn, supported the development of scientifically sophisticated conceptual understandings of many basic astronomical topics. However, there were instances where students' conceptual understanding was incomplete and frequently hybridized with their existing conceptions. These findings have significant bearing on when and in what domains 3D computer modeling can be used to support student conceptual understanding of astronomy concepts.     

课堂概念转变的哲学透视

有代表性的科学哲学观可分为三种流派：经验主义一实证主义、理性主义和建构主义。经验主义者认为预防学生错误观念的方法是教他们小心地应用逻辑程序来进行细致的观察。理性主义认为学生不正确的概念是一些基本的误解，它们应该由较好的逻辑方法来处理。建构主义的观点不是划一的。波普尔强调了实验方法的逻辑，通过尝试去证伪它们来检验假设。拉卡托斯、图耳敏和库恩不认为概念转变必须是一个逻辑过程，我们必须以各种其他的方式发展概念转变，包括课堂小组讨论机制。波斯纳模型中的要素，在拉卡托斯的模型中出现了。图尔敏认为全部的概念不是一下子全部转变的，而是通过特殊概念的转变而逐渐转变的。     

西方科学教学中概念转变学习理论的形成与发展

概念转变学习是一种建构主义科学教学理论.本文从历史的角度回顾了概念转变学习理论的形成与发展的过程,着重分析了概念转变模型与概念生态等问题.     

论基于模型建构的概念转变教学模式

模型是对目标系统的简化的表征.模型建构是一种基于模型的建构性学习活动.根据认知心理学的观点,概念转变是学生朴素模型向科学模型转变与建构的过程.模型建构过程包括四个阶段的循环:激活原有朴素模型中的错误概念;对模型中的元素产生不满(产生认知冲突);建构新模型;使用新模型.基于模型建构的教学模式能促进概念转变,这一模式包括聚焦学生朴素模型中的错误概念;引发学生的认知冲突;通过类比推理,建构新模型;使用新模型,进行科学推理.     

Response to Contradiction: Conflict Resolution Strategies Used by Students in Solving Problems of Chemical Equilibrium

The main objective of this investigation was to show that a novel problem of chemical equilibrium based on a closely related sequence of items can facilitate students' conceptual understanding. Students were presented a chemical reaction in equilibrium to which a reactant was added as an external effect. A series of three studies were designed. In Study 1, the sequence of items started with a major alternative conception, namely, After the reaction has started, the rate of the forward reaction increases with time and that of the reverse reaction decreases, until equilibrium is reached. In Study 2, the major alternative conception was presented the last. In Study 3, instead of the sequence, only the following statement was presented: Rate of the reverse reaction increases gradually. In all three studies students had to agree/disagree with the statements and provide justifications. Results obtained show that at least one group of students, in Study 1 used a contradictory response pattern based on the generation and resolution of a cognitive conflict, which facilitated conceptual understanding. In Studies 2 and 3 students did not experience a similar cognitive conflict. Given the complexity of conceptual change and students' resistance to alter their alternative conceptions (cf. hard core, Lakatos )1970) Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, pp. 91–106), it is suggested that changes in students' responses may have undergone a Peripheral Theory Change (Chinn and Brewer (1993) Review of Educational Research 63: 1–49).     

基于建构主义的数学概念转变学习

概念转变学习是学生原有概念的改变、发展和重建,是学生的前概念向科学概念的转变.日常概念、概念意象、迁移等因素是数学概念转变学习中产生错误概念的主要原因.根据概念转变的途径、机制和条件理论,概念转变学习的教学策略:(1)了解学生已有知识经验,促进日常概念向科学的数学概念转变;(2)引发认知冲突,辨清新旧界限以实现数学概念转变学习;(3)重视概念生成的凝聚,构建概念网络.