ABSTRACTS OF PAPERS PRESENTED AT THE PROCEEDINGS OF THE MISCONCEPTIONS IN SCIENCE AND MATHEMATICS
CORNELL UNIVERSITY, ITHACA, NY, USA
JUNE 20-22, 1983
THEORETICAL AND PHILOSOPHICAL PERSPECTIVES
TITLE: IMPLICATIONS OF THE RESEARCH ON MISCONCEPTIONS FOR TEACHING
AUTHOR: JERE CONFREY
MOUNT HOLYOKE COLLEGE
The research in mathematics education has documented repeatedly that students perform poorly on non-routine problems, that students' error are reasoned and not capricious, that misconceptions on particular concepts are widely held, that students rely heavily on memorization and have weak strategies for approaching mathematical ideas. As a result, students hold conceptions of mathematics and mathematics learning which discourage conceptual development an the strengthening of mathematical processes. If such profound and convincing educational research is to become helpful and relevant to the classroom teacher, we must begin to develop some demonstration projects which are informed but these research findings and to seek to overcome the situation. The SummerMath program is a six-week program for young women in high school which is devoted to improving mathematical understanding for students for whom mathematics is a hurdle. In this presentation, I will suggest that a constructivist approach provides an appropriate theory through which to interpret these research findings, and I will discuss what I mean by constructivism. Finally, I will talk specifically about the implications of such a theory for curriculum writing and for the instruction of mathematics.
TITLE: THE INFLUENCE OF MODEL-INSTRUCTION ON "CONCEPTION AND MISCONCEPTION-LEARNING " IN BIOLOGY AND PHYSICS
AUTHOR: WILFRID ENNENBACH
HOCHSCHULE DER BUNDESWEHR
The discussion of "Misconceptions" is based on the hypothesis of a double "logic" in human behavior:
- the "right logic" is based on concepts in which the "Law if Matter" is fully presented (see for example the concept "Invariance of Volume" by Piaget),
-the "psycho-logic" works with analogies which, although understandable and plausible for human beings, partly of not at all correspond to the subject (e.g. animistic, finalistic and artificialistic explanations by Piaget; geocentric theory of the world in ancient times). For the child, this "psycho-logic" has a significant function in orientation (egocentrism according to Piaget), but it also remains important in later life. We all construct our own "theories" in many fields, especially the social- but not only here; we have our own logic, which often prevails over better knowledge. In this field misconceptions' have key-concept function.
One aim of education is to build up correct concepts, to rectify the inadequate and to secure an appropriate use of it. The quality of the presentation of the subject matter in school is, among other factors, decisive in whether this will happen.
A classic research in the field of "Misconceptions" dated form 1930 (E. Wohlfahrt) is presented as well as researches of the author and a co-author on the effect of model-instruction in biology and physics (12 to 14-year-old-students).
These models were constructed tin such a way that they correspond to the "Law of Matter" and to psychological basic structures.
Its positive effects on school learning were proved by posttests, which were given up to six months after the instruction.
In control groups there were found significantly more misconceptions, the number of which increased in proportion to the time elapsed since the instruction; they negatively influenced the quantity and quality of the results.
TITLE: STUDENT FRAMEWORKS AND CLASSROOM INSTRUCTION
AUTHOR: GAALEN L. ERICKSON
UNIVERSITY OF BRITISH COLUMBIA
Much of the recent literature which has been directed at identifying and documenting student's common-sense knowledge (which I will try to characterize in terms of frameworks) in different subject areas us justified in terms of an assumption that this knowledge has significant instructional import. This paper will address this assumption form two vantage points: first, it will lay out some of the underlying theoretical and methodological issues which pertain to the possible interactions between student frameworks and classroom practice; and second, it will illustrate some of these issues using a series of empirical studies which have been recently carried out at the University of British Columbia.
TITLE: MISCONCEPTIONS, METAPHORS AND CONCEPTUAL CHANGE: ONCE MORE WITH FEELING
AUTHOR: D. BOB GOWIN
CORNELL UNIVERSITY
Why do misconceptions persist? One reason is they feel comfortable, and we can act with them without the mistake costing us very much. To rid ourselves and our students of misconceptions requires us not only to think differently (change our concepts) but to feel, and then, to act differently. But this view is only to say that getting rid of misconceptions is an act of educating that integrated thinking, feeling, and acting. (Educating, 1981)
Metaphors are conceptual archetypes that subsume other concepts. A well-struck metaphor also makes us feel something and guides actions. The early stage of scientific inquiry are guided more often by generative metaphors than by acrid hypotheses. So, too, it may be the early stages of learning can be guided by subsumptive metaphors. Strangely enough, some metaphors that work out their meanings in helpful ways also appear initially as misconception. If I claim "A paintbrush is a pump," your first impression is likely a metaphor, you will begin to change your mind and see the channels between bristles transport paint like a pump.
The technique of multiple metaphors is described and explained as a way to improve science education.
TITLE: DO STUDENTS UNDERSTAND THE NATURE AND ROLE OF SCIENTIFIC CONCEPTS?
AUTHOR: HUGH HELM
CORNELL UNIVERSITY
Investigations carried out during lectures to first year college students of physics and of the humanities suggest that:
(a) physics students may have a poor grasp of the significance of certain familiar equations in elementary kinematics;
(b) given the right condition, it is possible even for students with no official interest in science to gain some idea of why and how such concepts as acceleration are invented and constructed.
If the above findings have some validity, there is cause for concern about the extent to which students acquire a sense of "what science is all about," and cause for cautious optimism about possible correction of the deficiency. It is suggested that there is room both for continued research into students' perceptions of aspects of scientific epistemology and for experimentation in the teaching and learning of these aspects.
TITLE: A MODEL OF CONCEPTUAL CHANGE: PRESENT STATUS AND PROSPECT
AUTHOR: GEORGE POSNER
CORNELL UNIVERSITY
A general model of conceptual change is presented, based on the previous work of Posner et al. (1982) and Hewson (1983). The potential applicability of the model is discussed. In particular, three application sites are analyzed. First, the applicability of the model to the study of student learning in various school subjects is explored. Am model of conceptual change will be most applicable for those subjects in which students' intuitive frameworks are well developed and inconsistent with accepted theory in the parent discipline.
Second, the appropriateness of the model for investigation of teachers' thinking will be discussed. In particular, teacher planning and teacher strategies will be analyzed as conceptual change problems. Third, educational change and, in particular, changes in science education, will be explained in terms of the conceptual change model.
Finally, limitations and new directions of conceptual change approaches will be discussed. In particular, extension of conceptual change models to include sociological and anthropological analysis will be suggested.
TITLE: TEACHING FOR CONCEPTUAL CHANGE; SOME WAYS TO GO WRONG
AUTHOR: EDWARD L. SMITH AND GERALD W. LOTT
MICHIGAN STATE UNIVERSITY
Recent research has described a widespread failure of science instruction to effect change in the native theories bring with them. This study examined changes in fifth grade students' (10-11 years) conceptions of plant growth and need for light during six weeks of instruction based conceptual change strategy. Pre-posttest responses, interviews, observation notes and transcripts of class discussions were analyzed to identify changes in student conceptions and develop grounded interpretations of features of instruction that might account for the results.
The instruction was not very successful in bringing about the intended changes. Three implied assumptions of the conceptual change strategy appear to account for much of the failure; many students were often not attempting to make sense of the phenomena at the intended level of explanation, discussion and observations, were frequently not framed in such a way that the intended issues became the focus of attention, and communications and observations were often ambiguous in systematic ways. Theoretical and practical implications of these findings are discussed.
TITLE: MISCONCEPTIONS AND CONCEPTUAL CHANGE
AUTHOR: KENNETH A. STRIKE
CORNELL UNIVERSITY
This paper sketches how misconceptions fit into a theory of conceptual change. Conceptual change can be characterized by contrasting it with empiricist views of learning. Empiricist theories of learning emphasize the predominant role of experience in learning. Conceptual change theory, while not neglecting experience, sees learning as the modification of current concepts and emphasizes the role of current concepts in learning. I will discuss three points about misconceptions form a conceptual change perspective.
1. Conceptual change theory can shed light on what it would make sense to mean by a misconception.
2. Conceptual change theory can shed light on how misconceptions can be changed.
3. Conceptual change theory ca