1 / 17

Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning

Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning. James Roberson Doctoral Candidate Dr. Rita Hagevik Assistant Professor. Conceptual Learning. Disatisfaction Intelligible Plausible Fruitful. Prior Knowledge & Conceptions. A priori

van
Download Presentation

Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Science Teachers’ Views of Prior Knowledge and Conceptions as a Function of Conceptual Learning James Roberson Doctoral Candidate Dr. Rita Hagevik Assistant Professor

  2. Conceptual Learning • Disatisfaction • Intelligible • Plausible • Fruitful

  3. Prior Knowledge & Conceptions • A priori • Constructed personally & individually • Personal experience • Interaction: social, education, etc. • Constructed early in development • Naïve frameworks • Phenomenological primitives • Strong and Stable • Conceptual Ecology

  4. Prior Knowledge & Conceptions • Integration • Bringing together • Differentiation • Keeping separate • Exchange • Replacing • Bridging • Making a connection

  5. Purpose of Study • To investigate elementary and secondary science teachers’ views of the role of their prior knowledge when learning certain earth science concepts

  6. ParticipantsElementary & Secondary Science Teachers

  7. Context • Ten-day Summer Workshop in Geosciences • Geologic Time & Related Concepts • Origins of Earth • Age of Earth • Evolution • Controversial

  8. Data Collection • Interview Study • Semi-structured Interviews • Member Checking

  9. Data Analysis • QDA Miner by Provalis Research • Codes • Integration • Differentiation • Exchange • Bridging • Tabulated Coding results • Prepared a Summary for each Participant

  10. Findings • All 6 Integrated new science information with prior knowledge and existing conceptions • 4 exhibited some form of Differentiation either during learning or during post-engagement with the content • 2 described Bridging when assimilating new science information • All assumed their students learn new science information the same way as them.

  11. Findings

  12. Findings

  13. Findings

  14. Conclusions • Integration of new information with prior and existing conceptions is prevalent • Multi-modal mechanism

  15. Implications • Character of Science Learning • Domain specificity • Teaching for Conceptual Change • How an individual “Learns” • Domain specificity • Science Teacher Preparation • PCK • Role/Actions of prior knowledge

  16. References • Anderson, R. D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91(4), 664-677. • Hewson, M. G., Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies in science learning. Journal of Research in Science Teaching, 20(8), 731-743. • Posner, G. J., Strike, K. A. , Hewson, P. W. , Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. • Scott, P. H., Asoko, H., & Leach, J. T. (2007). Student conceptions and conceptual learning in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 31-56). Mahwah: Lawrence Erlbaum Associates. • Trend, R. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education, 22(5), 539-555. • Trend, R. (2001). Deep time framework: A preleminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Education, 38(2), 191-221.

  17. Thank You Questions?

More Related