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Promoting Conceptual Change in Science
Education
Presented at the COSMOS Collaborative Council Meeting October 1, 2009
Please contact Jacob Burgoon ([email protected]) with any questions or comments.
A Story of Conceptual Change
A lesson on heat began with the question, “What is heat?”
The students said that heat came from the sun and from our bodies
One student spoke up about the heat in sweaters, and everyone agreed that sweaters were hot … and hats and rugs, too!
The teacher decided to let the students find out
www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html
A Story of Conceptual Change
The students placed thermometers inside sweaters, hats, and a rolled-up rug
After 15 minutes, the temperature didn’t increase, so one student suggested to leave it overnight
The students predicted three-digit temperatures the next day
But the students came in the next morning and found the temperature to be the same “Cold air got in somehow”
“We didn’t leave them in there long enough”www.exploratorium.edu/IFI/resources/workshops/
teachingforconcept.html
A Story of Conceptual Change
One student decided to seal the hat, with a thermometer, inside a plastic bag
Other students put their sweaters in closets or desks
Again, the next day, the students found that the temperature had not changed
One student wanted to put the hat and thermometer in a metal box and leave it for a year
Surely the temperature would change then!
www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html
A Story of Conceptual Change
After some discussion, the teacher offered the students two theories: Heat could come from almost anything, even hats and
sweaters. In measuring this heat, we are sometimes fooled because we’re really measuring the cold air that gets inside
Heat comes mostly from the sun and our bodies and is trapped inside winter clothes that keep our body heat in and keep the cold air out
Most students chose the second theory, and decided to test it by putting thermometers in their hats during recess
www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html
Alternative Conceptions
Students come into the classroom with their own conceptions about the natural world
These conceptions are: Coherent
Explanatory
Re-confirmed by everyday experiences
Students are often resistant to give up these ideas
Changing students’ initial conceptions can be a long process
How can people live on this spherical earth without falling down?
How can the earth be spherical and flat at the same time?
o Astronomical object o Sphericalo UnsupportedoGravity towards the center of the earth
o Physical object o Flato Supportedo Up/down gravity
Formative Assessment
The most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. David Ausubel
Assess before, during, and after lessons
Formative assessments should elicit students’ explanations and personal theories about concepts More than true/false or yes/no
Increasing Student Learning
Help students overcome misconceptions
Use misconceptions to guide instruction
Become aware of student misconceptions
Formative assessment
Increase student learning
Conservation of Mass
Compare the masses of the three containers
FROZEN HEATEDROOM
TEMPERATURE
Greatest mass42%
Least mass37%
Gravity Increases as Height Increases
50%
33%
Animal Classification
Conceptual Change Theory
1) Dissatisfaction with existing conceptionso Cognitive conflicto Difficult to achieve!
2) New conception must be intelligible
1) New conception must appear plausible
1) New conception must seem fruitful
Cognitive Conflict
Discrepant events Demonstrations Experimental activities
The power of PREDICTION
Critiques: Students do not see the conflict Students become discouraged
Conceptual Change Theory
1) Dissatisfaction with existing conceptionso Cognitive conflicto Difficult to achieve!
2) New conception must be intelligibleo Understanding terms and symbolso Internal representation of concept
3) New conception must appear plausibleo Not counter-intuitiveo Consistent with personal theory or past experiences
4) New conception must seem fruitful
Bridging Analogies
Spring pushes on
hand
Foam pushes on
book
Flexible board
pushes on book
Table pushes on
book
Initial Conception: A table cannot push up on a book
Conceptual Change Theory
1) Dissatisfaction with existing conceptionso Cognitive conflicto Difficult to achieve!
2) New conception must be intelligibleo Understanding terms and symbolso Internal representation of concept
3) New conception must appear plausibleo Not counter-intuitiveo Consistent with personal theory or past experiences
4) New conception must seem fruitfulo Resolves dissatisfactiono Potential of concept to lead to new insights and discoveries
Its More Than Just Learning Science
Metaconceptual awareness
Adults are more likely to change their conceptions
Intentional learning
Epistemological beliefs (what is knowledge?)
Simple and certain
Complex and continuously evolving
Makes a difference in students’ responses to conflicting evidence
Future Work of NWO
Design professional development programs that: Address the misconceptions held by teachers
Help teachers design effective assessments
Inform teachers how to overcome their students’ misconceptions
Improve science and math achievement in Northwest Ohio
