Explorations in promoting conceptual change in electrical concepts via ontological category shift

Lee, Yeung; Law, Nancy

doi:10.1080/09500690119851

Cited by 73 publications

(59 citation statements)

References 15 publications

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“…Shipstone found the similar results in Europe (Shipstone, 1988). Also, many other investigations have been done similar studies to define misconceptions about simple electric circuits (Lawrenz, 1986;Niedderer & Goldberg, 1994;Cosgrove, 1995;Duit & Rhöneck, 1998;Kanim, 2001;Lee & Law, 2001;Shipstone & Cheng, 2001).…”

Section: The Unipolar Model (Source Consumer Model) (Model A)mentioning

confidence: 66%

“…If students do not understand these concepts as scientists do, these conditions are described as misconceptions, preconceptions, alternative concepts and children's science (Lee & Law, 2001) and they are mostly grasphed before formal education (Osborne & Freyberg, 1985). This kind of misconceptions can also be formed during formal education (White & Gunstone, 1992) and have not been overcome during the formal education, specially called as Brobust concepts^ (Clement & Steinberg, 2002;Mulhall, MicKittrick & Gunstone, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Turkish Students' Conceptions about the Simple Electric Circuits

Çepni¹,

Keleş²

2005

Int J Sci Math Educ

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In this study, the Turkish students' understanding level of electric circuits consisting of two bulbs and one battery was investigated by using open-ended questions. Two-hundred fifty students, whose ages range from 11 to 22, were chosen from five different groups at primary, secondary and university levels in Trabzon in Turkey. In analyzing students' drawings and explanations, both qualitative and quantitative methodologies were exploited. The unipolar model (Model A), the clashing currents model (Model B), the current consumed model (Model C) and the scientist model with current conserved (Model D) determined from the related literature were used to categorize the students' answers. The results showed that the Turkish students have many misconceptions about electric circuits. Also, it is found out that especially Model A was widespread accepted among the students in group 1 (5th grade) and half of the students in group 3 (9th grade) has an understanding of electric circuits as it is in Model C.

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Section: The Unipolar Model (Source Consumer Model) (Model A)mentioning

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Turkish Students' Conceptions about the Simple Electric Circuits

Çepni¹,

Keleş²

2005

Int J Sci Math Educ

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“…This view has been taken up by other researchers and has influenced theory building on conceptual change as well as instruction in secondary and college classrooms [26,[33][34][35][36][37][38][39][40][41][42][43][44]. For instance, in his early work, Brookes [43] proposed that students often categorize science concepts when first introduced to them, and so, in order to avoid miscategorizations, an instructor should avoid any language and representations that encode incorrect ontologies in its grammatical structure.…”

Section: Summary Of Research On Novice Ontologies In Physicsmentioning

confidence: 99%

How substance-based ontologies for gravity can be productive: A case study

Gupta

Elby

Conlin

2014

Phys. Rev. ST Phys. Educ. Res.

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Many science education researchers have argued that learners' commitment to a substance (matter-based) ontology impedes the learning of scientific concepts that scientists typically conceptualize as processes or interactions, such as force, electric current, and heat. By this account, students' tendency to classify these entities as substances or properties of substances leads to robust misconceptions, and instruction should steer novices away from substance-based reasoning. We argue that substance-based reasoning can contribute to the learning and understanding of these very same physics concepts. Our case study focuses on a group of elementary school science teachers in our professional development program. Starting from substance-based metaphors for gravity, the teachers build a sophisticated explanation for why objects of different masses fall with the same acceleration. We argue that, for conceptual, epistemological, and affective reasons, instructional interventions should focus on tapping these productive substance-based resources when they arise rather than attempting to suppress them.

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“…In the domain of electricity for instance, popular misconceptions of students include the confusion of voltage and current (Engelhardt & Beichner, 2004;Maloney, O'Kuma, Hieggelke, & van Heuvelen, 2001;Shipstone et al, 1988) and various misconceptions about current, such as the idea of 'clashing currents' (Osborne, 1981). With respect to student learning, conceptual change research has focused on describing the conceptions of students as they progress in their learning about a particular concept-for example, energy (Duit, 1986), matter (Andersson, 1990) or electricity (Lee & Law, 2001). In recent years some conceptual change research has worked toward identifying a general sequence of conceptions along which students progress in mastering a particular concept or domain.…”

Section: Students' Science Learningmentioning

confidence: 98%

What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries

Geller

Neumann

Boone

et al. 2014

International Journal of Science Education

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This manuscript details our efforts to assess and compare students' learning about electricity in three countries. As our world is increasingly driven by technological advancements, the education of future citizens in science becomes one important resource for economic productivity. Not surprisingly international large-scale assessments are viewed as significant sources of information about the effectiveness of science education. However, these assessments do not provide information about the reasons for particular effectiveness-or more importantly a lack thereof-as these assessments are based on one-time measurements of student achievement. In order to identify reasons for the effectiveness of science education, it is necessary to investigate students' learning as a result of science instruction. In this manuscript we report about the development of an instrument to assess students' learning in the field of electricity and the use of this instrument to collect data from N ¼ 2,193 middle school students in Finland, Germany and Switzerland prior to and after instruction on the topic of electricity. Our findings indicate that the differences in students' science achievement as observed in large-scale assessments are a result of differences in students' science learning. And our findings suggest that these differences are more likely to stem from differences in science instruction than from systemic differences: a result that needs to be further explored by analyzing instruction in the three countries and its effect on students' learning.

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Explorations in promoting conceptual change in electrical concepts via ontological category shift

Cited by 73 publications

References 15 publications

Turkish Students' Conceptions about the Simple Electric Circuits

Turkish Students' Conceptions about the Simple Electric Circuits

How substance-based ontologies for gravity can be productive: A case study

What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries

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