ERIC Number: ED242769
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Ways of Going Wrong in Teaching for Conceptual Change: Report on the Conceptual Change Project.
Smith, Edward L.; Lott, Gerald W.
A specific teaching strategy to effect conceptual change used with a single class of fifth grade students was evaluated. The Rand McNally SCIIS "Communities" unit used in this study can be characterized as a conceptual change strategy because it is organized around a three-phase learning cycle designed to move students from preconceptions to new, more scientific concepts. The three phases include exploration, invention, and discovery. Data were collected on the students' conceptual knowledge and their experience of instruction. Pretests and posttests were given to distinguish among alternative conceptions of plants' source of food and the role of light in plant growth. Lessons in the instructional unit were observed and recorded. The impact of instruction on students was similar to a previous study; only one student appeared to hold the intended goal conception with the others retaining their preconceptions or various hybrid conceptions. The contrast between these results and the reasonableness of the SCIIS strategy led the authors to examine several problems which appear to have general implications for cognitive instruction. In this report, the nature of these problems is documented and described, and their implications for teaching, curriculum development, and research are discussed. (DWH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Conceptual Change Theory of Knowledge; Misconceptions; Science Curriculum Improvement Study