chapter 3 conceptual understanding alternative conceptions

CHAPTER 3. LEARNING SCIENCE WITH UNDERSTANDING

SCED 570, Fall 2009

CONSTRUCTIVISM

Constructivist approach Learning is a construction based on the

learner’s prior knowledge New knowledge is always based on the prior

or existing knowledge that learners bring to learning situation

Construct knowledge with understanding in science Knowledge: integrated, growing in

completeness, transferred to a wide range of contexts and situations

Understanding develops gradually

ALTERNATIVE CONCEPTIONS (P. 70-)

Personal theories of learners does not match what is known to be scientifically correct (i.e. causes of the seasons)

Conceptual change comes when personal theories are challenged

Provide learners with opportunities to challenge inconsistencies between personal thinking and accepted science explanations

Requires a reorganization of thinking and links

ALTERNATIVE CONCEPTIONS (P. 72-75)

Conceptual change 4 steps (Anderson, 1987): Identify alternative conceptions Promote dissatisfaction with alternative

conceptions (discrepant events) Share science conceptions Provide for transfer of new conceptions

Inquiry approach to science is compatible with building conceptual change

ENHANCING THE UNDERSTANDING OF SCIENCE

1. Provide for access to prior knowledge Help students recall what they already know abstract representation of knowledge (more concepts

& principles rather than facts) promotes greater access and transfer

2. Provide for transfer of new knowledge Use of previous learned knowledge in new situations Assessment: framework

3. Enhance knowledge organization Useful knowledge is organized into connected

networks called knowledge structures Graphic organizers – outlines, Venn diagrams, concept

maps

(p. 64-69)

CONCEPT MAP A visual representation of a major concept and its

relationship to subsidiary concepts (Joseph Novak, 1995)

Structure: concepts, propositions, words linking, hierarchical structure, cross-links, examples

FORMSOF

WATER

GAS LIQUID SOLID

WATERVAPOR

FROSTSTEAM SNOWICE

RAINCLOUD

FOG MIST

DEW

CONCEPT MAP

VENN DIAGRAM

ENHANCING THE UNDERSTANDING OF SCIENCE (CONT.)

4. Provide Scaffolding Support Scaffolding – external support provided by

teachers that helps students complete tasks. Zone of proximal development (ZPD) –

Vygotsky’s idea that what can be learned cooperatively can then be done individually.

Teacher provides suggestions, questions, prompts, hints

Students clarify, elaborate, provide evidence What other factors should teachers consider

in scaffolding instruction?

5. Build Learning Communities Cooperative learning results in higher

learning than individual Teachers:

establish the learning environment

Make learner ideas more meaningful through

comment, elaboration, questioning

Promote dialogue amongst learners

ENHANCING THE UNDERSTANDING OF SCIENCE (CONT.)