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ERIC Number: ED407268
Record Type: Non-Journal
Publication Date: 1996-Apr-1
Pages: 24
Abstractor: N/A
Reference Count: N/A
Teaching for Understanding in Science: What Counts as Conceptual Change?
Beeth, Michael E.; Hennessey, M. Gertrude
In this study, a conceptual change model serves as a theoretical underpinning for analyzing what might count as evidence of conceptual change. Theoretical components of the conceptual change model include the status a conception has for learners, and the conceptual ecology of knowledge within which conceptions are believed to survive and have meaning. In an elementary school sixth grade classroom, conversations among students (n=29) and between teacher and students were recorded and analyzed to document claims about the role of status and the conceptual ecology to student learning. The following questions were addressed: (1) Does the teacher address theoretical constructs similar to those of the conceptual change model?; (2) What demands does the teacher place on the construction of knowledge?; (3) What conceptions of force and motion do students have following instruction?; and (4) What influences does adopting theoretical constructs presented by the teacher have on learning? Students regularly applied constructs of intelligibility, plausibility, and fruitfulness when discussing force and motion, and they recognized anomalies in their thinking and the implications these anomalies had for their thinking. The metacognitive abilities that allowed these students to comment on the status of their conceptions and to provide evidence for their ideas met the cognitive demands of learning in this classroom. (PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A