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ERIC Number: EJ1093613
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0021-9266
Students' Alternative Conceptions about the Lotus Effect: To Confront or to Ignore?
Kubisch, Franziska; Heyne, Thomas
Journal of Biological Education, v50 n1 p86-100 2016
At the botanical garden of the University of Würzburg, we conducted practical lessons on bionics, focused on the lotus effect, with 260 students. Those approx. 14 years old, 8th-grade mid-level students were divided into two groups. During an instructional discussion about the topic, one group was confronted with their alternative conceptions (AC), whereas the other group was not (NAC). Both groups were treated equally, following the experimental phase and results discussion. Questionnaires were used to measure conceptual change in a pre-, post- and retention test design. Both groups changed their conceptions in short-term similarly. Over a long-term period, the NAC group showed significantly higher knowledge than the AC group. We discuss that the methodology of the alternative conception confrontation should be selected very carefully by the teacher, as this step is the most delicate within the whole conceptual change process.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany