Chapter 3 conceptual understanding alternative conceptions
- 1. Chapter 3. Learning Science With understandingSCED 570, Fall 2009
- 3. Learning is a construction based on the learner’s prior knowledge
- 4. New knowledge is always based on the prior or existing knowledge that learners bring to learning situation
- 5. Construct knowledge with understanding in science
- 6. Knowledge: integrated, growing in completeness, transferred to a wide range of contexts and situations
- 7. Understanding develops graduallyAlternative conceptions (p. 70-) Personal theories of learners does not match what is known to be scientifically correct (i.e. causes of the seasons)Conceptual change comes when personal theories are challenged
- 8. Provide learners with opportunities to challenge inconsistencies between personal thinking and accepted science explanations
- 9. Requires a reorganization of thinking and linksAlternative conceptions (p. 72-75) Conceptual change 4 steps (Anderson, 1987):
- 11. Promote dissatisfaction with alternative conceptions (discrepant events)
- 13. Provide for transfer of new conceptions
- 14. Inquiry approach to science is compatible with building conceptual changeEnhancing the understanding of science(p. 64-69)1. Provide for access to prior knowledgeHelp students recall what they already know
- 15. abstract representation of knowledge (more concepts & principles rather than facts) promotes greater access and transfer2. Provide for transfer of new knowledgeUse of previous learned knowledge in new situations
- 16. Assessment: framework 3. Enhance knowledge organizationUseful knowledge is organized into connected networks called knowledge structures
- 17. Graphic organizers – outlines, Venn diagrams, concept mapsConcept mapA visual representation of a major concept and its relationship to subsidiary concepts (Joseph Novak, 1995)
- 18. Structure: concepts, propositions, words linking, hierarchical structure, cross-links, examples FORMSOFWATERGASSOLIDLIQUIDWATERVAPORFROSTSTEAMSNOWICERAINCLOUDDEWFOGMISTConcept map
- 19. Venn diagram
- 20. Enhancing the understanding of science (cont.)4. Provide Scaffolding SupportScaffolding – external support provided by teachers that helps students complete tasks.
- 21. Zone of proximal development (ZPD) – Vygotsky’s idea that what can be learned cooperatively can then be done individually.
- 22. Teacher provides suggestions, questions, prompts, hints
- 23. Students clarify, elaborate, provide evidence
- 24. What other factors should teachers consider in scaffolding instruction?Enhancing the understanding of science (cont.)5. Build Learning Communities Cooperative learning results in higher learning than individual
- 25. Teachers:
- 26. establish the learning environment
- 27. Make learner ideas more meaningful through comment, elaboration, questioning
- 28. Promote dialogue amongst learners