On an actual apparatus for conceptual change

Macbeth, Douglas

doi:10.1002/(sici)1098-237x(200003)84:2<228::aid-sce6>3.0.co;2-3

Cited by 39 publications

(23 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our results suggest that, for students who answer an MCIA on both preand posttests (Table 6), the incorrect answers may represent actual misconceptions that are resistant to change. Furthermore, such misconceptions can prevent students from learning a concept in a way that is consistent with what scientific data suggest to be true (Smith et al 1993;Chi et al 1994;Macbeth 2000;Modell et al 2005).…”

Section: Discussionmentioning

confidence: 78%

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Smith

Knight

2012

Genetics

View full text Add to dashboard Cite

To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution of student responses to multiple-choice questions from the Genetics Concept Assessment. In total, we examined pretest (before instruction) and posttest (after instruction) responses from 751 students enrolled in six genetics courses for either majors or nonmajors. Students improved on all 25 questions after instruction, but to varying degrees. Notably, there was a subgroup of nine questions for which a single incorrect answer, called the most common incorrect answer, was chosen by >20% of students on the posttest. To explore response patterns to these nine questions, we tracked individual student answers before and after instruction and found that particular conceptual difficulties about genetics are both more likely to persist and more likely to distract students than other incorrect ideas. Here we present an analysis of the evolution of these incorrect ideas to encourage instructor awareness of these genetics concepts and provide advice on how to address common conceptual difficulties in the classroom.

show abstract

Section: Discussionmentioning

confidence: 78%

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Smith

Knight

2012

Genetics

View full text Add to dashboard Cite

show abstract

“…Their answers were similar to those given by fourth grade students. Macbeth (2000) has challenged the interpretations given in some of the PUP videotapes, but acknowledges their professional preparation and their value for elicitation of student conceptions.…”

Section: Conceptual Changementioning

confidence: 99%

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

2002

View full text Add to dashboard Cite

The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World‐wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general. © 2002 Wiley Periodicals, Inc. Sci Ed 86:548–571, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10032

show abstract

“…Plusieurs stratégies pédagogiques susceptibles de favoriser le changement conceptuel ont été proposées (Vosniadou et Ioannides, 1998 ;Hewson, Beeth et Thorley, 1998, Macbeth, 2000Nersessian, 1991 ;Strike et Posner, 1992 ;etc.). Le modèle de changement conceptuel de Posner, Strike, Hewson et Gertzog (1982) a été l'un des plus expé-rimentés et des plus critiqués.…”

Section: Les Stratégies Pédagogiques Qui Favorisent Le Changement Conunclassified

“…Il s'agit d'abord d'inviter les élèves à exprimer leurs conceptions par rapport à un phénomène donné, puis de leur présenter une démonstration opposée à leurs conceptions. Le conflit cognitif qui en résulte provoque alors de l'insatisfaction, et le reste du processus de changement conceptuel s'effectue naturellement (Macbeth, 2000).…”

Section: Les Stratégies Pédagogiques Qui Favorisent Le Changement Conunclassified

Un modele pedagogique pour ameliorer l'apprentissage des sciences en milieu linguistique minoritaire

Cormier¹,

Pruneau²,

Rivard³

et al. 2004

Francophonies d'Amérique

View full text Add to dashboard Cite

On an actual apparatus for conceptual change

Cited by 39 publications

References 67 publications

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

Un modele pedagogique pour ameliorer l'apprentissage des sciences en milieu linguistique minoritaire

Contact Info

Product

Resources

About