Alternative Conceptions, Concept Change, and Constructivism

Alternative Conceptions  Students come to science class with alternative conceptions of the real world that are highly resistant preconceptions – misconceptions  Alternative conceptions are: – misapplied conceptions based upon an Aristotelian world view. – “naive” attempts to explain the natural world. – highly resistant to change.  Can you think of any? (“ Fish is Fish ”)

Examples from Mechanics  Under the influence of constant force, objects move with constant velocity.  The velocity of an object is proportional to the magnitude of the applied force.  In the absence of a force, objects are either at rest or, if moving, are slowing down.  Heavier objects fall faster.  If an object is at rest, it cannot be accelerating.

Research-based Claim 1 Learners come to formal science instruction with a diverse set of alternative conceptions concerning natural objects and events. Learners come to formal science instruction with a diverse set of alternative conceptions concerning natural objects and events. –Physics –Chemistry –Biology –Earth Science

Research-based Claim 2 The alternative conceptions that learners bring to formal science instruction cut across age, ability, gender, and cultural boundaries. The alternative conceptions that learners bring to formal science instruction cut across age, ability, gender, and cultural boundaries.

Research-based Claim 3 Alternative conceptions are tenacious and resistant to extinction by conventional teaching strategies. Alternative conceptions are tenacious and resistant to extinction by conventional teaching strategies.

Research-based Claim 4 Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers

Research-based Claim 5 Alternative conceptions have their origins in a diverse set of personal experiences including direct observation and perception, peer culture, and language, as well as in teachers’ explanations and instructional materials. Alternative conceptions have their origins in a diverse set of personal experiences including direct observation and perception, peer culture, and language, as well as in teachers’ explanations and instructional materials.

Research-based Claim 6 Teachers often subscribe to the same alternative conceptions as their students. Teachers often subscribe to the same alternative conceptions as their students.

Research-based Claim 7 Learners’ prior knowledge interacts with knowledge presented in formal instruction, resulting in a diverse of unintended learning outcomes. Learners’ prior knowledge interacts with knowledge presented in formal instruction, resulting in a diverse of unintended learning outcomes. –the alcoholic and the prohibitionist –the boy who called wolf

Research-based Claim 8 Instructional approaches that facilitate conceptual change can be effective classroom tools –cooperative learning –inquiry –discovery –discrepant events

Good Secondary Sources for Information Concerning Alternative Conceptions are: Handbook for Research on Science Teaching and Learning Handbook for Research on Science Teaching and Learning Operation Physics Handbook Operation Physics Handbook Physics begins with an M Physics begins with an M Physics begins with another M Physics begins with another M C 3 P C 3 P

Constructivism Broadly Defined  A method of teaching that accepts the idea that knowledge is not “learned;” rather, it is constructed. – students are neither tabla rasa to be “written upon” nor empty containers to be filled – learning is a process of the student, not the teacher  A method of teaching that sees the students as actors rather than spectators.

Why Constructivism?  Expository approaches might work in the classroom setting, but resistance is evident ex post facto in out-of-class experiences.  Constructivism rejects the notion that one can simply pass on information to learners, expect that a understanding will result, and that a lasting impression will be made.

The Good  Students learn best when they construct new meaning for themselves by confronting their preconceptions.  Lasting impressions can be made and actual learning can take place.  Students can come to know how science works by observing first hand and participating directly in the scientific process.  Constructivism is consistent with discovery, inquiry, and cooperative learning.

The Bad  The problems of personal relativism and hyper-incredulity.  Science is a public discipline, not to private reality.  Justification of knowledge is a socio- political process of consensus building.  Science knowledge is discovered, not created.

Concept Change  Concept change occurs when alternative conceptions are directly addressed - not merely papered over.  Only by directly confronting alternative conceptions can physics teachers hope to make any lasting change in conceptual understanding of students.

Dealing with Preconceptions  Elicit  Confront  Resolve

Elicit Preconceptions  Recognize that alternate conceptions exist.  Probe for students’ preconceptions through demonstrations, questions, and white boarding.  Ask students to clarify their statements.

Confront Preconceptions  Provide contradictions to students' preconceptions through questions, implications, and demonstrations.  Encourage discussion, urging students to apply physical concepts in reasoning.

Resolve Misconceptions  Foster the replacement of preconception with: – questions, – thought experiments, – demonstrations, – hypothetical situations, – experiments designed to test hypotheses.  Reevaluate students' understanding by posing conceptual questions.

Resources  Look into the book “Children’s Ideas in Science.” Evidently it contains a list of alternative conceptions.  Operation Physics refers to preconceptions repeatedly.