Conceptual change among middle school students studying elementary thermodynamics |
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Authors: | Eileen Lob Lewis |
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Institution: | (1) Education in Math, Science, and Technology (EMST), Graduate School of Education, University of California, 4533 Tolman Hall, 94720 Berkeley;(2) Chemistry Department, Cañada College, 4200 Farm Hill Blvd., 94061 Redwood City, California;(3) Chemistry Department, University of California, Berkeley, 94720-1460 Berkeley, California |
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Abstract: | There is great interest in the processes by which learners reorganize and reformulate knowledge. This research adds to the current understanding by exploring two questions. “How does the learner's understanding change during the study of elementary thermodynamics?,” and “What motivates learners to restructure or reorganize their knowledge?” The conceptual changes and factors affecting that change over the course of a semester within an eighth grade physical science class are presented. General student understanding was assessed through open ended pretests, short tests and posttests given to the entire population (N=180). This was combined with a series of five clinical interviews over the course of the 13 week instruction period for each of 33 students selected by stratified random design for gender and class period. Analysis combined interview and written test data for the experimental groups and written test data for the entire population, allowing both within subject and between subject analyses. A detailed process of conceptual change emerges with individual differences illustrating impediments to knowledge integration. Inferences that have broader application in science instruction are made. |
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Keywords: | Conceptual change middle school science elementary thermodynamics science education intuitive conceptions |
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