Outline Conceptual Change Theories as Frameworks for Chemistry � Quality in Chemistry Education Research Education Research � Constructivism � An illustration of the problem 19 th Biennial Conference � Theories of conceptual change on Chemical Education � Implications Thursday 3 August 2006 � for pedagogy � for research Justin Read, Adrian George, Mike King, Anthony Masters Why Education Literature Matters! Constructivism and Conceptual Change � Quality criteria in chemistry education research � Learning is an active process of sense making � Theory-relatedness � The quality of the research question • The theory base � It follows that what teachers teach is different from � Methods • Reference to previous studies what learners learn • Connection to existing literature � Presentation and interpretation of results • Appropriateness of the method • Relevance for practice � Implications for practice � Misconceptions may arise when new information is • Quantitative methods • Ethical issues � Competence in chemistry incompatible with pre-existing knowledge or beliefs • Reliability; Validity; and, Level of significance • Falsification of hypotheses • Qualitative methods � Process of conceptual change involves knowledge • Documentation of procedures; Interpretation by reorganisation and so requires effort logical inference; Systematicity; Closeness to Eybe, H. and Schmid, H.-J. (2001). Quality criteria and exemplary papers in chemistry subjects; Communicative validity; and, Triangulation education research. International Journal of Science Education. 23 (2), 209 – 225. An Illustration of the Problem Incorrect Cys-Cys Structures SH The amino acid cysteine (Cys, sidechain R= -CH 2 SH) is O CH 2 SH CH 2 SH one of twenty common amino acids found in proteins. OH N O NH H O O H 2 N O 84 % could draw cysteine in one of its forms O SH O N O O H S SH SH SH O CH 2 SH H 2 H NH 2 NH 2 OH O H 3 N O H H 3 N N H 2 N H 3 N N 2 OH CH 2 SH CH 2 SH H 2 O CH 2 O O H O SH O O S S CH 2 SH O SH 47 % of this group could not correctly draw the O NH 3 N O dipeptide Cys-Cys H H 3 N CH 2 SH C H 2 N CH 2 SH CO 2 S H S H 1
The Problem… Conceptual Change Model � Without a theoretical framework, what do I do Existing Conceptions with data of this sort… � …besides writing a paper saying ‘look what Dissatisfied? Yes students get wrong’ Intelligible? No No � Really want to know Yes Maintain Plausible? No � What led the students to these answers? Original Yes No Conceptions � What do I do about them in my classroom? Fruitful? � These data are insufficient to answer these Yes questions Possible New Posner, Strike, Hewson, & Gertzog (1982). Science Education. 66 (2), 211 – 227. Conceptions Strike & Posner (1992). In Duschl & Hamilton (Eds) Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. Dole & Sinatra (1998), Educational Psychologist. 33, 109 - 128 Multiple Theories diSessa (1993) � diSessa and p-prims � Phenomenological Primitives ( p-prims ) � Discrete, unconnected pieces of inert knowledge � Chi and ontology S H 2 H � Vosniadou and synthetic models H 2 O CH 2 S S CH 2 � Social constructivism and multiple � “matter is continuous, but contains particles” representations � Or is that multiple representations? diSessa (1993). Cognition and Instruction. 10 , 105 – 225. Chi and Ontology Vosniadou’s Synthetic Models � Arise from attempt to reconcile newly presented information with � Pre-existing epistemological beliefs � Pre-existing ontological beliefs � Young children’s models of the Earth � “Round like a ball or round like a pancake?” Chi, Slotta, & de Leeuw. (1994). Learning and Instruction. 4 (1), 27 – 43. 2
A Synthetic Model of the Earth Teaching Implications � What to address? � Focus on the presuppositions, not the misconceptions � Fish Bowl Earth � Earth is not hollow? � Earth is a sphere? � “What children need in order to get rid of this misconception is a lesson on gravity and a lesson on how round things can sometimes appear to be flat. Otherwise, one misconception will be followed by another, and the student will remain confused.” Vosniadou (1994). Learning and Instruction. 4, 45 – 69. Vosniadou (1994). Learning and Instruction. 4, 45 – 69. Schnotz & Preu β (1999).. In Schnotz, Vosniadou & Carretero (Eds.). New Perspectives on Conceptual Change Differences in Theories Other Issues � Vosniadou argues that the Chi and diSessa � Motivation approaches are covered by her approach � Pintrich, Marx, and Boyle (1993) � Ontological miscategorisation is one possible � Palmer (2005) cause for a synthetic model being formed � diSessa and Vosniadou only really differ about � Intention when a schema is formed – Vosniadou argues � Sinatra and Pintrich (2003) that formation occurs much earlier than does diSessa � To an extent, borne out by my data from the amino � Classroom Scale acid question – only molecular fragments are � Tyson, Venville, Harrison and Treagust (1997) really examples of p-prims I m plications – Pedagogy I m plications – Research � Theoretical framework helps in � To design an intervention, need to know � choosing appropriate methods � what students’ conceptions are � ensuring data can be understood � why they arise � asking the right questions to ensure that necessary � May also need to know why they are resistant data are collected to change � Important for high quality chemistry education � No information = flying blind research � Qualitative Methods are ESSENTIAL 3
Acknow ledgm ents References � Human Research Ethics Committee Reference List Handout Available � Participating Students Conceptual Change section in Education Info at the ACELL website – coming soon � Richard Walker http://acell.chem.usyd.edu.au � Members of the Chemistry Education Research Group of the University of Sydney or, contact j.read@chem.usyd.edu.au 4
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