ERIC Number: ED307134
Record Type: RIE
Publication Date: 1989
Not All Preconceptions Are Misconceptions: Finding "Anchoring Conceptions" for Grounding Instruction on Students' Intuitions.
Clement, John; And Others
Three purposes of this study were to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for high school physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this domain. The results of the diagnostic test indicate that a number of group anchors exist, such as the belief that a spring pushes up on a hand compressing it. Second, unexpected non-anchors, for example, the belief that a stationary railroad box car does not exert a force on a man travelling on the front of a second box car which runs into the stationary car, are discussed. Third, evidence was found that some anchoring examples were"brittle," that is, evidence that the anchor could not be extended analogically to help a student make sense of a target situation. It was suggested that further research is needed to construct a theory of anchoring conceptions that would specify what characteristics would indicate that an anchoring conception can provide the basis for conceptual change through analogical extension. The diagnostic test items and the anchor diagnostic results are provided. (YP)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). Contains several pages of small print which may not reproduce well.