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ERIC Number: EJ882767
Record Type: Journal
Publication Date: 2010-Jan
Pages: 37
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0950-0693
Conceptual Coherence Revealed in Multi-Modal Representations of Astronomy Knowledge
Blown, Eric; Bryce, Tom G. K.
International Journal of Science Education, v32 n1 p31-67 Jan 2010
The astronomy concepts of 345 young people were studied over a 10-year period using a multi-media, multi-modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on "conceptual coherence" versus "knowledge-in-pieces," distinguishing between coherence as revealed in the representational systems at any particular stage in a young person's development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high "correlation" of concept representations between the media used to assess subjects' understanding "within" a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects' representations of "basic static concepts" (e.g. the shape of the Earth); and (5) improved understanding of "basic dynamic concepts" (e.g. the motion of the Earth) and "complex dynamic concepts" (e.g. seasons and eclipses), through "knowledge-skill compounding." The research findings supported conceptual coherence and rejected the counter argument of "knowledge-in-pieces" (at an alpha level of 0.05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people. (Contains 4 notes and 10 figures.)
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
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; New Zealand