NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776688
Record Type: Journal
Publication Date: 2007-Nov
Pages: 19
Abstractor: Author
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0036-8326
From Conceptual Change to Transformative Modeling: A Case Study of an Elementary Teacher in Learning Astronomy
Shen, Ji; Confrey, Jere
Science Education, v91 n6 p948-966 Nov 2007
This case study describes a teacher's development of and creativity in manipulating physical models in an astronomy course for in-service science teachers of K-8. Specifically, she organized a data table from several charts of numbers, constructed a moon-ball model in addition to a 2-D model, and created a hula hoop model as a concrete realization of her mental model. Examination of the transformation and construction processes revealed how she revised existing models and added new elements. These reconstruction experiences afforded her with a higher level of comprehension and self-awareness of her mental models. Three of the teacher's actions contributed to her increased understanding and deployment of the models: she enhanced her autonomy by changing the given models and solving problems she was interested in; she communicated with her partners and shared her knowledge by materializing her models; and she constructed new models on the basis of her experience. This case study shows that the transformation process, especially a cascade of small steps with the emergence of a more dramatic departure, is a key to generating scientific knowledge. (Contains 6 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A