Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지

An analysis of the processes of conceptual change through the successive refinement and articulation of student's conceptual framework - Focused on the theoretical discussions -

학생 개념체계의 연속적 세련화와 정교화를 통한 개념 변화 분석 - 이론적 논의를 중심으로 -

  • Park, Jong-Won (Chonnam National University, Department of Physics Education)
  • Published : 2002.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.

본 연구에서는 학생의 개념변화 과정을 연속적인 세련화와 정교화의 과정으로 보았다. 이러한 관점은 학생의 개념변화에 대한 학습심리학적 연구의 재고찰과 물리학 지식의 발달과정에 대한 물리학사적 사례 연구의 분석에 기초하였으며, 구체적으로 세련화와 정교화를 통한 개념변화 과정 사례를 추출할 수 있었다. 본 연구 결과는 실제 학생의 반응을 분석하는데 지침 역할을 할 수 있을 것으로 기대된다.

Keywords

References

  1. 박병소 옳김(1994). X-선에서 쿼크까지: 현대 물리학자들과 그들의 발견. 기린원. (에미리오 & 세그레 지음. 1980)
  2. 박종원, 박승재(1992). 초인지적 물리학습 모형. 물리교육, 10(1), 1-11
  3. 정수인, 박종원(2001). 갈릴레오 자유낙하 사고실험에 대한 중학생들의 사고과정 분석. 한국과학교육학회지, 21(3), 566-579
  4. Biemans, H. J. A., Deel, O. R, & Simons, P. R.(2001). Differences between successful and less successful students while working with the CONTACT-2 strategy. Learning and Instruction, 11, 265-282 https://doi.org/10.1016/S0959-4752(00)00033-5
  5. Bliss, K., & Ogborn, J.(1994). Force and motion from the beginning [special issue], Learning and Instruction, 4, 7-25 https://doi.org/10.1016/0959-4752(94)90016-7
  6. Brewer & Samarapungavan(1991). Child theories versus scientific theories: Differences in reasoning or differences in knowledge? In R.R. Hoffman & D.S. Palermo (Eds.), Cognition and the symbolic processes: Applied and ecological perspectives (pp. 209-232). Hillsdale, NJ: Erlbaum
  7. Carey, S.(1985). Conceptual change in childhood. Cambridge, MA: MIT Press
  8. Caravita, S. (2001). A re-frarned conceptual change theory. Learning and Instruction, 11, 421-429 https://doi.org/10.1016/S0959-4752(00)00039-6
  9. Caravita, S., & Hallden, O.(1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111 https://doi.org/10.1016/0959-4752(94)90020-5
  10. Chalmers, A. F.(1986). What is this thing called science? Philadelphia: Open University Press
  11. Chi, M.T.H., Slotta, J. D.. & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43 https://doi.org/10.1016/0959-4752(94)90017-5
  12. Chi, M. T. H.(1992). Conceptual change within and across categories: Implications for learning and discovery in science. In R. Giere (Ed.), Cognitive Models of Science, Minnesota Studies in the Philosophy of Science, vol. 15. Minneapolis: University of Minnesota Press
  13. Chinn, C. A.. & Brewer, W. F.(1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35, 623-654 https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<623::AID-TEA3>3.0.CO;2-O
  14. Dagher, Z. R.(1994). Does the Use of Analogies Contribute to Conceptual Change? Science Education, 78(6), 601-614 https://doi.org/10.1002/sce.3730780605
  15. Duit, R.(1999). Conceptual change approaches in science education, in W. Schnota, S. Vosniadou, & M. Carretero (Bds.). New perspectives on conceptual change. (3 -13) . Oxford: Pergamon
  16. Darden, L.(1992). Strategies in anomaly resolution. in R. Giere (Eds.) , Cognitive Models of Science, (251-273). Minnesota: University of Minnesota Press
  17. diSessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2/3), 105-225 https://doi.org/10.1080/07370008.1985.9649008
  18. diSessa, A.. & Sherin, B. L.(1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191 https://doi.org/10.1080/0950069980201002
  19. Fensham, P. J., Gunstone, R. F., & White, R. T.(1994). The content of science: A constructivist approach to its teaching and learning. London: Falmer Press
  20. Gentner, D., Brem, S., Ferguson, R.W., Markman, A.B., Levidow, B.B., Wolff, P.. & Forbus, K. D.(1997). Analogical reasoning and conceptual change: a case study of Johannes Kepler. Journal of the Learning Sciences, 6(1), 3-40 https://doi.org/10.1207/s15327809jls0601_2
  21. Gunstone, R. F.(1994). The importance of specific science content in the enhancement of metacognition. In P. Fensham, R. White (Eds.) , The content of science (pp. 131-146). London: Falmer Press
  22. Gunstone, R. F., & Mitchell, I. J(1997). Metacognition and conceptual change. In J. J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Teaching science for understanding (pp. 133-163). San Diego: Academic Press
  23. Hewson, P. W., & Hennessey, M. G.(1992). Making status explicit: A case study of conceptual change. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in Physics Learning: Theoretical Issues and Empirical Studies (pp. 176-187). Kiel, Germany: Institute for Science Education at the University of Kiel
  24. Hewson, P. W.. & Hewson, M. G.(1992). The status of students' conceptions. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in Physics Learning: Theoretical Issues and Empirical Studies (pp. 59-73). Kiel, Germany: Institute for Science Education at the University of Kiel
  25. Holton, G., & Brush, S. G.(1973). Introduction to concepts and theories in physical science (2nd ed.). London: Addison - Wesley Publishing Company
  26. Kaufman, D. R.. Vosniadou, S.. diSessa, A., & Thagard. P. (2000). Scientific explanation, systematicity, and conceptual change. Proceedings of the twenty-second annual conference of the cognitive science society, August. 13-15.. pp. 5-9., University of Pennsylvania
  27. Keil, F.(1989). Concepts, kinds. and cognitive development. Cambridge, MA: MIT Press: Bradford Books
  28. Kuhn, T.(1972). The structure of scientific revolutions. Chicago: University of Chicago Press
  29. Lakatos, I.(1978). The methodology of scientific research programmes (edited by J. Worrall & G. Currie). New York: Cambridge University Press
  30. Langley, P.. Simon, H. A.. Bradshaw, G. L., & Zytkow, J. M.(1987). Scientific discovery: computational explorations of the creative processes. London: The MIT Press
  31. Limon, M.(2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal, Learning and Instruction, 11, 357-380 https://doi.org/10.1016/S0959-4752(00)00037-2
  32. Linder, C.(1993). A challenge to conceptual change. Science Education, 77(3), 293-300 https://doi.org/10.1002/sce.3730770304
  33. Magnusson, S. J., Templin, M.. & Boyle, R. A. (1997). Dynamic science assessment: a new approach for investigating conceptual change. Journal of the Learning Science, 6(1), 91-42 https://doi.org/10.1207/s15327809jls0601_5
  34. McClosky, M.(1983). Intuitive physics. Scientific American, 248(4), 122-130 https://doi.org/10.1038/scientificamerican0483-122
  35. Mortimer, E. F.(1995). Conceptual change or conceptual profile change. Science & Education, 4, 267-285 https://doi.org/10.1007/BF00486624
  36. Murphy, G., & Medin, D.(1985). The role of theories in conceptual coherence. Psychological Review. 92(3). 289-316 https://doi.org/10.1037/0033-295X.92.3.289
  37. Niaz, M.(1995). Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A Lakatosian interpretation. Science Education. 79. 19-36 https://doi.org/10.1002/sce.3730790103
  38. Niaz, M. (1998). A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability To Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium. Science and Education. 7(2). 107-127 https://doi.org/10.1023/A:1008671632536
  39. Novak, J. D.(1998). Learning. creating, and using knowledge: Concept MapsTM as facilitative tools in schools and corporations. New Jersey: Lawrence Erlbaum Associates
  40. Park, J.. & Han, S. (2002). Using deductive reasoning to promote the change of students' conceptions about force and motion. International Journal of Science Education
  41. Park, J., Kim, I.. Kim, M., & Lee M.(2001). Analysis of the students' processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Sicence Education. 23(12). 1219-1236 https://doi.org/10.1080/09500690110049097
  42. Park, J.. Kim, I.. Kwon, S.. & Song, J.(2001). An analysis of thought experiments in the history of physics and implications for physics learning. In R. Pinto & S. Surinach (Eds.), Physics teacher education beyond 2000 (pp. 347-351). Paris: Elsevier
  43. Pauen, S.(1999). The development of ontological categories: Stable dimensions and changing concepts. In W. Schnota, S. Vosniadou, & M. Carretero (eds.), New perspectives on conceptual change. (3-13). Oxford: Pergamon
  44. Pearsall, N. R.. Skipper, J. E.. & Mintzes, J. J. (1997). Knowledge restructuring in the life science: a longitudinal study of conceptual change in biology. Science Education. 81, 193-215 https://doi.org/10.1002/(SICI)1098-237X(199704)81:2<193::AID-SCE5>3.0.CO;2-A
  45. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of moticational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research. 63. 167-200 https://doi.org/10.3102/00346543063002167
  46. Posner, G. J., Strike. K. A., Hewson, P. W., & Gertzog, W. A.(1982). Accommodation of a scientific conceptions: toward a theory of conceptual change. Science Education. 66. 211-227 https://doi.org/10.1002/sce.3730660207
  47. Pozo, J. I.. Gomez, M. A.. & Sanz, A.(1999). When change does not mean replacement: different representations for different contexts. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.) , New perspectives on conceptual change (pp. 161-174). Amsterdam: Pergamon
  48. Simon, D., & Keil, F.(1995). An abstract to concrete shift in the development of biological thought: The inside story. Cognition, 56, 129-163 https://doi.org/10.1016/0010-0277(94)00660-D
  49. Shymansky, J. A. Woodworth, G.. Norman, O., Dunkhase, J.. Matthews, C.. & Liu, C. T. (1997). A study of changes in middle school teachers' understanding of selected ideas in science as a function of an inservice program focusing on student preconceptions. Journal of Research in Science Teaching, 30. 737-755. https://doi.org/10.1002/tea.3660300711
  50. Song, J., Park, J., Kwon, S., & Chung, B. (2001). Idealization in physics: its types. roles and implications to physics learning. In R Pinto & S. Surinach (Eds.), Physics teacher education beyond 2000 (pp, 259-362). Paris: Elsevier
  51. Spada, H.(1994). Conceptual change or multiple representations? Learning and Instruction, 4, 113-116 https://doi.org/10.1016/0959-4752(94)90021-3
  52. Strike, K. L., & Posner, G. J.(1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.). Philosophy of science, cognitive science and educational theory and practice. Albany, NY: SUNY Press
  53. Tao, P., & Gustnone, R. F.(1999). The Process of Conceptual Change in Force and Motion during Computer-Supported Physics Instruction. Journal of Research in Science Teaching, 36(7). 859-882 https://doi.org/10.1002/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J
  54. Thagard, P. (1992). Conceptual revolutions. Princeton: Princeton University Press
  55. Treagust, D. F., Harrison, A., Venville, G.. & Dagher, Z.(1996). Using an analogical teaching approach to engender conceptual change. International Journal of Science Education. 18. 213-229 https://doi.org/10.1080/0950069960180206
  56. Tyson, L. M.. Venville. G. J., Harrison, A. G., Treagust, D. F.(1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education. 81. 387-404 https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-8
  57. Tytler, R.(1998). Children's conceptions of air pressure: exploring the nature of conceptual change. International Journal of Science Education, 20(8). 929-958 https://doi.org/10.1080/0950069980200803
  58. Vosniadou, S.(1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4. 45-70 https://doi.org/10.1016/0959-4752(94)90018-3
  59. Vosniadou, S.. & Brewer, W. F.(1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24. 535-585 https://doi.org/10.1016/0010-0285(92)90018-W
  60. Vosniadou, S., & Brewer. W. F.(1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183 https://doi.org/10.1016/0364-0213(94)90022-1
  61. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniado, and M. Carretero (Eds). New perspectives on conceptual change (pp. 3-13). Oxford: Pergamon
  62. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction. 11, 381-419 https://doi.org/10.1016/S0959-4752(00)00038-4
  63. Vygotsky, L. S.(1934/1986). Thought and language. Cambridge, MA: MIT Press
  64. Wiser, M., & Amin, T.(2001). 'Is heat hot?' Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction. 11(4-5), 331-355 https://doi.org/10.1016/S0959-4752(00)00036-0
  65. White, R.(1994). Dimensions of content. In P. Fensham, R. Gunstone, 7 R. White (Eds.), The content of science: A constructivist approach to its teaching and learning. London: The palmer press