What Students Know Constructivism and Preconceptions

Constructivism An epistemology which states that students are not “blank slates,” but actively construct their knowledge from their experiences of the world.

John Dewey Problems should have personal meaning for students. Thinking arises when a learner confronts a problem. The mind applies prior knowledge in the struggle for a solution

Jean Piaget Knowledge arises from an interaction between individuals and their environment. Knowledge is not “out there,” but created and recreated internally from prior and new experiences. Development interacts with knowledge creation.

Lev Vygotsky Knowledge is socially constructed. Imitation and modeling are critical in the learning process. The Zone of Proximal Development moves learners to increased independence.

Dave Ausubel “The most important single factor influencing learning is what the learner already knows; ascertain this, and teach him accordingly.”

Today’s Constructivism Knowledge is communicated, but not transmitted intact. A learner’s prior knowledge determines how the new ideas are interpreted. Knowledge is constructed as the learner creates links between new and prior knowledge. Prior mental models create a filter through which new knowledge is interpreted.

Mental Models? Or Knowledge in Pieces?

Mental Models The concept that students hold strong mental constructs of ways in which the world works. These constructs are highly resistant to change. Example: Many students and adults believe that summer is warmer than winter because the earth is closer to the sun, in spite of teaching to the contrary.

Knowledge in Pieces The concept that a learner’s concepts are composed of small bits of knowledge, which are assembled on the spot when asked for an answer. Example: A student who is asked to predict the outcome of a physics demonstration and sees the prediction did not happen immediately comes up with a new, different explanation.

Preconceptions

“What I know isn’t so!” Preconceptions are concepts that students hold prior to instruction, which may or may not reflect current scientific thought. All people have “misconceptions,” because no one can know all there is to know about science — not even scientists.

Sources of Misconceptions Daily experience: “The moon grows and shrinks.” “The earth is flat.” Cultural ideas: “The stork brings babies.” “All wild mushrooms are poison.” Textbook diagrams: “Atoms, molecules, and cells are about the same size.” Personal theories: “Worms must be baby snakes.”

Using Misconceptions Uncovering misconceptions allows teachers to apply a constructivist learning model. Once student misconceptions are known, teachers may be able to create lessons that test or confront the misconception.

Uncovering Student Ideas Interviews: Used frequently in research. Written surveys or tests: Limited by student writing abilities, but often used in conjunction with interviews. Card sorts: Useful for examining personal categories of knowledge. KWL charts: For assessing a whole class.

Conceptual Change The Conceptual Change Model: Student ideas must be made explicit. Students are presented with discrepant events or ideas that challenge misconceptions. Students struggle to create a new model, which must be fruitful for the student in order to be accepted.

Feeling Stupid Students will only make their ideas explicit if they feel safe in doing so. Confronting misconceptions carries the danger of making students feel “stupid” when they find out that what they thought was so isn’t so. Students who feel stupid may shut down and even refuse to participate.

Safe Learning Zone Teachers can create a “safe learning zone” by: modeling conceptual change. “Wow, looks like my idea didn’t fit the data. I learned something!” being willing to say, “I don’t know. Let’s find out.”