Konzeptwechseltexte – eine Textart zur Veränderung von Schülervorstellungen

Abstract

Schüler kommen nicht als „unbeschriebene Blätter“ in den Chemieunterricht, sondern haben bereits vielfältige Vorstellungen über chemische Sachverhalte. Diese entsprechen häufig nicht den wissenschaftlich anerkannten Konzepten. Im Folgenden soll ein Lernmaterial vorgestellt werden, das als Ziel hat, diese Alternativvorstellungen bewusst aufzugreifen und zu verändern: der Konzeptwechseltext. Das Besondere an diesen Texten ist, dass sie nicht nur die fachlich anerkannten, sondern auch die alternativen Vorstellungen der Schüler thematisieren. Die Lerner werden somit auf fachlich nicht korrekte Konzepte aufmerksam gemacht und es wird ein kognitiver Konflikt generiert, der einen Konzeptwechsel initiieren kann. Durch Erklärungen und Beispiele soll erleichtert werden, das fachlich anerkannte Konzept zu verstehen und sich anzueignen. Die zu vermittelnden Konzepte finden durch die integrierten Fragen und Aufgaben sowie eine Repositionierung am Ende sofortige Anwendung. Der hier vorgestellte Text behandelt das Thema „Lösevorgänge“ und richtet sich an Schüler vom Anfangsunterricht bis hin zur Oberstufe. Students do not enter chemistry classes as an unknown quantity, but have manifold ideas about chemical issues. These are often incompatible, though, with scientifically accepted conceptions. Further down teaching material shall be presented, which aims at picking up these alternative conceptions consciously and turn them into scientifically accepted ones: a conceptual change text. The special feature of these texts is that they not only name the scientifically accepted conceptions of students but also the alternative ones. Thus, the student’s attention is called to scientifically incorrect conceptions and cognitive conflict is generated, which may initiate a conceptual change. By using examples and explanations the approach towards the scientifically accepted conception is being simplified, so it is easier to understand and to acquire. The conveyed conception is directly applied by integrated questions and assignments. At the end of the text the students are asked for repositioning. The following text covers the subject “the process of dissolving” and is applicable for beginners as well as advanced learners.

Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change

“…Afterwards, a scientific clarification was provided in which arguments against the misconception were presented one by one; it was thus designed as a strong refutation. According to Egbers and Marohn [74] and Beerenwinkel et al [73], the texts fulfill Posner's et al [54] conceptual change conditions: dissatisfaction with the previous misconception, intelligibility, plausibility and fruitfulness of the new scientific concept. The conceptual change texts used in this study made learners dissatisfied by addressing them directly and pointing out contradictions through the repeated use of language highlighting contrasts between the misconception and the corresponding scientific concept.…”

“…By working through conceptual change texts, learners are made aware of scientifically incorrect concepts, creating a cognitive conflict that can serve to initiate conceptual change. Egbers and Marohn [74] demonstrate that learners appreciate the repeated, consistent, and credible explanations as well as the affective aspects of these texts. They further emphasize the uniquely interactive nature of these texts, which explicitly address the reader's misconceptions and thus make reference to thoughts he or she may have.…”

“…Conceptual change texts are a specific type of text in which a false single belief that the reader may have is first explicitly acknowledged before the corresponding scientific concept is explained [72,73]. According to Egbers and Marohn [74], the reader must write a reflection before and after reading the text in which they take a clear position on a given statement (e.g., a neuromyth). These position statements differentiate conceptual change texts from refutational texts [75], which are also constructed as refutations but do not require any additional grappling with one's own conceptions.…”

“…The text itself had the function to first introduce the relevant misconception and then ask whether they could really be true. Egbers and Marohn [74] explain that questions incorporated into the text or immediately following it can particularly facilitate the development of a scientific concept because they require the learner to actively, deliberately engage with and compare his or her original conceptions with the new information in the text. Afterwards, a scientific clarification was provided in which arguments against the misconception were presented one by one; it was thus designed as a strong refutation.…”

Pre-Service Teachers’ Beliefs About Neuroscience and Education—Do Freshmen and Advanced Students Differ in Their Ability to Identify Myths?

“…Future assessments can also include a more differentiated approach and assessment of possible teaching activities and teacher actions in order to provide (predictive) validity of findings such as vignette assignments or concept change texts (e.g., Grospietsch, 2021). In contrast to refuting texts, concept change texts have additional metaconceptual elements (e.g., written position papers before and after reading the texts) that are intended to invite engagement with subjective conceptions and to create awareness of the differences between naïve and scientifically appropriate conceptions (Chambers & Andre, 1997; Egbers & Marohn, 2013; Mikkilä-Erdmann, 2001). Another limitation is that we only used between-designs and no within-designs.…”