Taking Into Account Student Conceptions in Instructional Strategy: An Example in Physics
Abstract
Several studies have emphasized the predominant influence of students' conceptions in the learning process in physics. But, more often than not, these conceptions are somehow considered in a negative way, as "errors." In this article we describe another approach, where students' conceptions were explicitly taken as an active basis for scientific reasoning in real class situations (level: sixth and fourth French grades-American Grades 6 and 8, respectively -approximately 12 and 14 years old). The subject matter taught was basic electricity. Using clinical interviews, pre-instruction conceptions were first established. The article describes the first five sessions of teaching, and shows how these conceptions were actually used (or not used) by the students to explain electricity phenomena, and how the conceptions subsequently changed, increasing in internal consistency without moving closer to scientific conceptions. To overcome this situation, teachers provided an analogical explanation. Students proved able to use the physical analogy as well as to specify its limits.
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A number of studies have found that anomalous data produce rejection of one's own theory and acceptance of an alternative with at least some students.
“A number of studies have found that anomalous data produce this effect with at least some students (e.g., Burbules & Linn, 1988;Inagaki & Hatano, 1977;Johsua & Dupin, 1987;Nussbaum & Novick, 1982;Rowell & Dawson, 1983).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Johsua & Dupin, 1987
Children in the Johsua and Dupin (1987) study resisted the idea that current is constant throughout a simple circuit until a teacher used an analogy to provide a plausible mechanism.
“The children strongly resisted the idea that current is constant throughout a simple circuit, and even large amounts of evidence did not change their minds.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Johsua and Dupin (1987)
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- Authors
- Joshua, S., & Dupin, J. J.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 1987-06
- Volume
- 4
- Issue
- 2
- Pages
- 117-135
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2017067928
- Cited by
- 65
- References
- 8
- Citations by year
- 2026: 1 · 2023: 1 · 2019: 1 · 2018: 1 · 2017: 3 · 2016: 1 · 2014: 2 · 2012: 2
- FWCI
- 4.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cognition and Instruction (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Keywords
- student conceptions, misconceptions, physics education, teaching methods, basic electricity, scientific reasoning, conceptual change, clinical interview, junior high school science
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