Promoting Conceptual Change in Science Education

1. Promoting Conceptual Change in Science Education Presented at the COSMOS Collaborative Council Meeting October 1, 2009 Please contact Jacob Burgoon (jburgoo@bgsu.edu) with any questions or comments.

2. A Story of Conceptual Change • A lesson on heat began with the question, “What is heat?” • The students said that heat came from the sun and from our bodies • One student spoke up about the heat in sweaters, and everyone agreed that sweaters were hot … and hats and rugs, too! • The teacher decided to let the students find out www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

3. A Story of Conceptual Change • The students placed thermometers inside sweaters, hats, and a rolled-up rug • After 15 minutes, the temperature didn’t increase, so one student suggested to leave it overnight • The students predicted three-digit temperatures the next day • But the students came in the next morning and found the temperature to be the same • “Cold air got in somehow” • “We didn’t leave them in there long enough” www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

4. A Story of Conceptual Change • One student decided to seal the hat, with a thermometer, inside a plastic bag • Other students put their sweaters in closets or desks • Again, the next day, the students found that the temperature had not changed • One student wanted to put the hat and thermometer in a metal box and leave it for a year • Surely the temperature would change then! www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

5. A Story of Conceptual Change • After some discussion, the teacher offered the students two theories: • Heat could come from almost anything, even hats and sweaters. In measuring this heat, we are sometimes fooled because we’re really measuring the cold air that gets inside • Heat comes mostly from the sun and our bodies and is trapped inside winter clothes that keep our body heat in and keep the cold air out • Most students chose the second theory, and decided to test it by putting thermometers in their hats during recess www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

6. Alternative Conceptions • Students come into the classroom with their own conceptions about the natural world • These conceptions are: • Coherent • Explanatory • Re-confirmed by everyday experiences • Students are often resistant to give up these ideas • Changing students’ initial conceptions can be a long process

7. Astronomical object • Spherical • Unsupported • Gravity towards the center of the earth • Physical object • Flat • Supported • Up/down gravity How can the earth be spherical and flat at the same time? How can people live on this spherical earth without falling down?

8. Formative Assessment • The most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. • David Ausubel • Assess before, during, and after lessons • Formative assessments should elicit students’ explanations and personal theories about concepts • More than true/false or yes/no

9. Increasing Student Learning Formative assessment Become aware of student misconceptions Use misconceptions to guide instruction Help students overcome misconceptions Increase student learning

10. Conservation of Mass Compare the masses of the three containers Greatest mass 42% Least mass 37% ROOM TEMPERATURE FROZEN HEATED

11. Gravity Increases as Height Increases 50% 33%

12. Animal Classification

13. Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • New conception must appear plausible • New conception must seem fruitful

14. Cognitive Conflict • Discrepant events • Demonstrations • Experimental activities • The power of PREDICTION • Critiques: • Students do not see the conflict • Students become discouraged

15. Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • Understanding terms and symbols • Internal representation of concept • New conception must appear plausible • Not counter-intuitive • Consistent with personal theory or past experiences • New conception must seem fruitful

16. Bridging Analogies Initial Conception: A table cannot push up on a book Spring pushes on hand Foam pushes on book Flexible board pushes on book Table pushes on book

17. Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • Understanding terms and symbols • Internal representation of concept • New conception must appear plausible • Not counter-intuitive • Consistent with personal theory or past experiences • New conception must seem fruitful • Resolves dissatisfaction • Potential of concept to lead to new insights and discoveries

18. Its More Than Just Learning Science • Metaconceptual awareness • Adults are more likely to change their conceptions • Intentional learning • Epistemological beliefs (what is knowledge?) • Simple and certain • Complex and continuously evolving • Makes a difference in students’ responses to conflicting evidence

19. Future Work of NWO • Design professional development programs that: • Address the misconceptions held by teachers • Help teachers design effective assessments • Inform teachers how to overcome their students’ misconceptions • Improve science and math achievement in Northwest Ohio