CHANGING PUPILS’ CONCEPTIONS ABOUT WEIGHT APPLYING VARIATION THEORY
Journal Title: Problems of Education in the 21st Century - Year 2007, Vol 1, Issue 8
Abstract
In phenomenography the aim is to describe and classify people’s conceptions. Teachers have to be aware of the various alternative conceptions on which pupils are relying in their reasoning when they try to understand a concept or a phenomenon. Marton’s variation theory of learning gives guidance to teachers how to design a successful teaching intervention by taking into account discernment, variation and simultaneity. In this article comprehensive school pupils’ conceptions on the concept of weight in the pulley surrounding have been studied using phenomenographic method. Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in balance. In all the three age groups the majority (about 70%) of the pupils stated that the lower hanging bag is heavier. From the pupils’ justifications five hierarchical categories were found: Motion, Position, Appearance, Material and No reasoning. Only about 5% of the seventh graders and 10% of the ninth graders seem to have an idea about the scientific explanation based on the immobility of the hanging objects. Next, in order to change these conceptions a teaching intervention was planned so that in three successive demonstrations the critical features found in the earlier study about pupils’ conceptions were varied. After the teaching about 40% of the fifth graders and 45% of the ninth graders perceived that they have to pay attention to the immobility of the objects. Finally, it is shown how the cognitive conflicts and the four patterns of variation gradually change the pupils’ ideas toward the scientific explanation. Teachers can help pupils by using successive demonstrations with appropriate variation and taking up in discussion pupils’ misconceptions and the critical features in the demonstration.
Authors and Affiliations
Ahtee, M, Hakkarainen, O
Keywords
Related Articles
- EP ID EP34443
- DOI -
- Views 581
- Downloads 0
THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS
The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and appl...
WHAT IS THE TENDENCY IN BIOLOGY VIRTUAL FIELD TRIPS? THE CASE OF MARIBOR ISLAND TRAIL
There is no doubt any more that virtual worlds are suitable for school environment. It was shown by various researchers that they can contribute in supplying students with additional information, help them to visualise...
COMMUNICATION IN STEM EDUCATION: A NON-INTRUSIVE METHOD FOR ASSESSMENT & K20 EDUCATOR FEEDBACK
The current push to educate highly qualifed and productive Science, Technology, Engineering and Mathematics (STEM) professionals typically culminates in collegiate capstone projects. These group projects attempt to prep...
Use of ICT In naTUral sCIenCes edUCaTIon of sTUdenTs for TheIr orIenTaTIon In The enVIronmenT
This article is devoted to one of the aspects of the research focused on a general problem of interaction between a human being and the environment for person’s orientation in it. We see pedagogical orientation as a pro...
CREATING, FOSTERING, AND SUSTAINING SCHOOL CULTURE IN LATVIA: COMMUNICATION WITH STAKEHOLDERS
The primary purpose of this study was to explore communication process in schools provided by principals and the degree of stakeholders’ involvement in the process of development of the desirable school culture. 357 pr...