Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students
International Journal of Science Education, Volume 31, Issue 6 April 2009 , pages 757 - 786
Karina Adbo; Keith S. Taber
The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data were collected using semi-structured interviews based around the students' own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr's model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.
Showing posts with label Taber. Show all posts
Showing posts with label Taber. Show all posts
2009-04-19
2008-11-24
Taber - IJSE 2008
Exploring Conceptual Integration in Student Thinking: Evidence from a case study
International Journal of Science Education, Volume 30, Issue 14 November 2008 , pages 1915 - 1943
Keith S. Taber
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college-level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
International Journal of Science Education, Volume 30, Issue 14 November 2008 , pages 1915 - 1943
Keith S. Taber
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college-level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
2008-11-05
Taber - IJSE 2008
Exploring Conceptual Integration in Student Thinking: Evidence from a case study
International Journal of Science Education, Volume 30, Issue 14 November 2008 , pages 1915 - 1943
Keith S. Taber
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college-level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
International Journal of Science Education, Volume 30, Issue 14 November 2008 , pages 1915 - 1943
Keith S. Taber
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college-level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
2008-05-27
Taber - IJSE 2008
Conceptual Resources for Learning Science: Issues of transience and grain-size in cognition and cognitive structure
International Journal of Science Education, Volume 30, Number 8 (June 2008)
Keith Taber
Many studies into learners' ideas in science have reported that aspects of learners' thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner's memory and accessed in certain contexts. Other researchers have suggested that learners' ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or 'p-prims'). This 'knowledge-in-pieces perspective' (largely developed from studies of student thinking about physics topics), and the 'alternative conceptions perspective', suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the 'knowledge-in-pieces' and 'alternative conceptions' perspectives co-exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p-prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a 'refutable variant' of a progressive research programme in learning science.
International Journal of Science Education, Volume 30, Number 8 (June 2008)
Keith Taber
Many studies into learners' ideas in science have reported that aspects of learners' thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner's memory and accessed in certain contexts. Other researchers have suggested that learners' ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or 'p-prims'). This 'knowledge-in-pieces perspective' (largely developed from studies of student thinking about physics topics), and the 'alternative conceptions perspective', suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the 'knowledge-in-pieces' and 'alternative conceptions' perspectives co-exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p-prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a 'refutable variant' of a progressive research programme in learning science.
2007-10-30
Taber - IJSE 2007
Conceptual Resources for Learning Science: Issues of transience and grain-size in cognition and cognitive structure
International Journal of Science Education (1):1-27. (2008).
Keith Taber
Faculty of Education, University of Cambridge, UK
Abstract
Many studies into learners' ideas in science have reported that aspects of learners' thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner's memory and accessed in certain contexts. Other researchers have suggested that learners' ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or 'p-prims'). This 'knowledge-in-pieces perspective' (largely developed from studies of student thinking about physics topics), and the 'alternative conceptions perspective', suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the 'knowledge-in-pieces' and 'alternative conceptions' perspectives co-exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p-prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a 'refutable variant' of a progressive research programme in learning science.
Extra information:
This paper cites David Hammer and Andrea diSessa a lot, building a connection between a p-prims/resources/knowledge-in-pieces approach (quotinga across the literature) and the alternative conceptions world (quoting mainly from the 80s literature, I feel). For those interested in a continuation of Hammer's 1996 papers on "p-prims vs. misconceptions" or Scherr's "Modeling Student Reasoning" papers, this is a good read.
International Journal of Science Education (1):1-27. (2008).
Keith Taber
Faculty of Education, University of Cambridge, UK
Abstract
Many studies into learners' ideas in science have reported that aspects of learners' thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner's memory and accessed in certain contexts. Other researchers have suggested that learners' ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or 'p-prims'). This 'knowledge-in-pieces perspective' (largely developed from studies of student thinking about physics topics), and the 'alternative conceptions perspective', suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the 'knowledge-in-pieces' and 'alternative conceptions' perspectives co-exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p-prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a 'refutable variant' of a progressive research programme in learning science.
Extra information:
This paper cites David Hammer and Andrea diSessa a lot, building a connection between a p-prims/resources/knowledge-in-pieces approach (quotinga across the literature) and the alternative conceptions world (quoting mainly from the 80s literature, I feel). For those interested in a continuation of Hammer's 1996 papers on "p-prims vs. misconceptions" or Scherr's "Modeling Student Reasoning" papers, this is a good read.
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