Research on Alternative Research on Alternative Conceptions of ScienceConceptions of Science

Scott M. Graves, PhDScott M. Graves, PhD

Southern Connecticut Southern Connecticut State UniversityState University

Emergent Knowledge ClaimsEmergent Knowledge Claims

There are eight knowledge claims There are eight knowledge claims about alternative conceptions that about alternative conceptions that researchers have focused on over the researchers have focused on over the past 10 years.past 10 years.

Claim 1Claim 1Learners come to formal science Learners come to formal science

instructions with a diverse set of instructions with a diverse set of alternative conceptions concerning alternative conceptions concerning natural objects and events.natural objects and events.

Think of examples from:Think of examples from: PhysicsPhysics BiologyBiology ChemistryChemistry Earth/Space scienceEarth/Space science http://www.http://www.amasciamasci..com/miscon/opphyscom/miscon/opphys.html.html

Claim 2Claim 2The alternative conceptions that learners The alternative conceptions that learners

bring to formal science instruction cut bring to formal science instruction cut across age, ability, gender, and cultural across age, ability, gender, and cultural boundaries. boundaries.

Claim 3Claim 3Alternative Alternative

conceptions are conceptions are tenacious and tenacious and resistant to resistant to extinction by extinction by conventional conventional teaching teaching strategies.strategies.

Claim 4Claim 4Alternative conceptions often parallel Alternative conceptions often parallel

explanations of natural phenomena offered explanations of natural phenomena offered by previous generations of scientists and by previous generations of scientists and philosophersphilosophers

Claim 5Claim 5

Alternative conceptions have their Alternative conceptions have their origins in a diverse set of personal origins in a diverse set of personal experiences including:experiences including:

direct observation and perception, direct observation and perception, peer culture and language, peer culture and language, teachers’ explanations,teachers’ explanations, instructional materials.instructional materials.

Claim 6Claim 6Teachers often Teachers often

subscribe to the subscribe to the same alternative same alternative conceptions as conceptions as their studentstheir students

Claim 7Claim 7Learners’ prior knowledge interacts with Learners’ prior knowledge interacts with

knowledge presented in formal knowledge presented in formal instruction, resulting in a diverse set of instruction, resulting in a diverse set of unintended learning outcomes.unintended learning outcomes.

Claim 7Claim 7 The undisturbed children’s science The undisturbed children’s science

outcomeoutcome The reinforced outcome The reinforced outcome The two perspective outcomeThe two perspective outcome The mixed outcomeThe mixed outcome The unified scientific outcomeThe unified scientific outcome

Claim 8Claim 8Instructional approaches that facilitate Instructional approaches that facilitate

conceptual change can be effective conceptual change can be effective classroom tools.classroom tools.

Claim 8Claim 8Hilda Taba developed a three stage, multi-Hilda Taba developed a three stage, multi-

purpose approach that provides an excellent purpose approach that provides an excellent occasional teaching option. occasional teaching option.

First, students make an exhaustive list of First, students make an exhaustive list of observations, ideas, or concepts. observations, ideas, or concepts.

Second, students gather all similar items Second, students gather all similar items together. together.

Third, the students name each category. Third, the students name each category.

Claim 8Claim 8 Students are then assigned to category Students are then assigned to category

groups and proceed to research their topic. A groups and proceed to research their topic. A teacher's role is to facilitate acquisition of teacher's role is to facilitate acquisition of relevant information sources. The final relevant information sources. The final product is a report, portfolio, video product is a report, portfolio, video presentation, or open house project fair.presentation, or open house project fair.

Claim 8Claim 8

Bruner developed an activity that engages Bruner developed an activity that engages youngsters in formulating big picture concepts youngsters in formulating big picture concepts through the use of illustrations he calls exemplars. through the use of illustrations he calls exemplars.

Exemplars may be "yes" (positive) or "no" Exemplars may be "yes" (positive) or "no" (negative). Positive exemplars contain attributes (negative). Positive exemplars contain attributes of the concept to be taught. Both positive and of the concept to be taught. Both positive and negative exemplars are given at random to the negative exemplars are given at random to the class or as an individual activity.class or as an individual activity.

The EndWandersee, J., Mintzes, J., Novak, J. (1994) Research on alternative Wandersee, J., Mintzes, J., Novak, J. (1994) Research on alternative conceptions of science. Handbook of research on science teaching. MacMillan NY.conceptions of science. Handbook of research on science teaching. MacMillan NY.

Graves, S.M. (1999) Alternative Conceptions in Science and Science Teaching.Graves, S.M. (1999) Alternative Conceptions in Science and Science Teaching.

Exposing, Exploring and Remediation of Alternative Conceptions leads to Restructuring of Exposing, Exploring and Remediation of Alternative Conceptions leads to Restructuring of

Learner Theories and Conceptual Change.Learner Theories and Conceptual Change.

In a trusting learning environment In a trusting learning environment

(constructivist), remediation of alternative (constructivist), remediation of alternative

conceptions leads to increased learner conceptions leads to increased learner

efficacy in science and science teaching. efficacy in science and science teaching.