DOI QR코드

DOI QR Code

Features of High School Students' Components of Conceptual Ecologies

  • Park, Hyun-Ju (Chosun University)
  • Received : 2012.02.26
  • Accepted : 2012.04.05
  • Published : 2012.06.30

Abstract

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.

Keywords

conceptual change;conceptual ecology;learning style;science

Acknowledgement

Supported by : Chosun University

References

  1. Ault, C.R., Jr., Novak, J.D., & Gowin, D. V. (1984). Constructing Vee maps for clinical interviews on molecule concepts. Science Education, 68(4), 441-463. https://doi.org/10.1002/sce.3730680409
  2. Baxter Magolda, M. B. (1992). Knowing and reasoning in college. San Francisco: Josey-Bass Publishers.
  3. Beeth, M. (1993). Dynamic aspects of conceptual change instruction. Unpublished Dissertation. University of Wisconsin-Madison.
  4. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Woman' s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
  5. Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28-42. https://doi.org/10.1016/j.ijer.2006.08.007
  6. Chan, C., & Bereiter, C. (1992). Effects of conflict and knowledge-processing strategy on conceptual change. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, April 20-24.
  7. Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15(1), 1-40. https://doi.org/10.1207/s1532690xci1501_1
  8. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: SAGE Publications, Inc.
  9. Davis, J. (2001). Conceptual change. In M. Orey (Eds.), Emerging perspective on learning, teaching, and technology, Retrieved from http://coe.uga,edu/epltt/conceptualchange.htm.
  10. Demastes, S. S., Good, R .G., & Peebles, P. (1995). Students' conceptual ecologies and the process of conceptual change in evolution, Science Education, 79(6), 637-666. https://doi.org/10.1002/sce.3730790605
  11. Deniz, H., Donnelly, L. A., & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45(4), 420-443. https://doi.org/10.1002/tea.20223
  12. Disessa, A. A. (2002). Why "conceptual ecology" is a good idea. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice(pp. 29-61). The Netherlands: Kluwer Academic Publishers.
  13. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom, Educational Researcher, 23(7), 5-12. https://doi.org/10.3102/0013189X023002005
  14. Driver, R., & Erickson, G. (1983). Theoriesin-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 37-60. https://doi.org/10.1080/03057268308559904
  15. Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero(Eds.), New perspectives on conceptual change (pp. 263-282). Oxford: Pergamon.
  16. Duit, R., Goldberg, F., & Niedderer, H. (Eds.) (1992). Research in physics learning: Theoretical issues and empirical studies. Keil, Germany: Institute for Science Education at the University of Keil.
  17. Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning, International Journal of Science Education, 25(6), 671-688. https://doi.org/10.1080/09500690305016
  18. Ellen, R. F. (Ed.) (1984). Ethnographic research: A guide to general conduct, London: Academic Press.
  19. Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396. https://doi.org/10.1080/0140528810304004
  20. Hewson, P. W. (1982). A case study of conceptual change in special relativity: The influence of prior knowledge in learning. European Journal of Science Education, 4, 79-94. https://doi.org/10.1080/0140528820040109
  21. Hewson, P. W. (1984). Microcomputers, conceptual change and the design of science instruction: Examples from kinetic and dynamics. South African Journal of Science, 80, 15-20.
  22. Hewson, P. W. (1985). Epistemological commitments in the learning of science: Examples from dynamics. European Journal of Science Education, 7(2), 163-172. https://doi.org/10.1080/0140528850070207
  23. Hewson, P. W., Beeth, M. E., & Thorley, N. R. (1998). Teaching for conceptual change. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education. Great Britain: Kluwer Academic Publishers.
  24. Hewson, P.W., & Hennessey, M. G. (1992). Making status explicit: A case study of conceptual change. In H. Niedderer, F. Goldberg, & R. Duit (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 176-187). Kiel, Germany: Institute for Science Education at the University of Kiel.
  25. Hewson, P. W., & Hewson. M. A' B.(1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13. https://doi.org/10.1007/BF00051837
  26. Hewson, P. W., & Hewson. M. A' B.(1991). The status of students' conceptions. In Duit, R., Goldberg, F., & Niedderer, H. (Eds. ), Research in physics learning: Theoretical issues and empirical studies(pp. 59-73). Kiel, Germany. Institute for Science Education at the University of Kiel.
  27. Hewson, P. W., & Lemberger, J. (2000). Status as the hallmark of conceptual change. In R. Millar, J., Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp.110-125). Buckingham, UK: Open University Press.
  28. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
  29. Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(1), 43-55. https://doi.org/10.1207/s15326985ep3901_5
  30. Hulland, C., & Munby, H. (1994). Science, stories, and sense-making: A comparison of qualitative data from a wetlands unit. Science Education, 78, 117-136. https://doi.org/10.1002/sce.3730780202
  31. Johnson, A. T., & Southerland, S.A. (2002). Conceptual ecologies and their influence on nature of science conceptions: More dazed and confused than ever. A paper presented at the Annual Meeting of the National Association for Research in Science Teaching, April.
  32. Kanter, D. E., Sherin, B., & Lee, V. (2006). Changing conceptual ecologies with taskstructured science curricula. A paper presented at the International Conference of the Learning Science, June.
  33. Kelly, G. J., & Green, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd, Perspectives on conceptual change: Multiple ways to understanding knowing and learning in a complex world. New Jersey: Lawrence Erlbaum Associates, Publishers.
  34. Kuhn, T. S. (1970). The structure of scientific revolutions. (2nd. edition enlarged) Chicago: University of Chicago Press.
  35. Lakatos, I. (1978). Falsification and the methodology of scientific research programmes. In The methodology of scientific research programmes(volume 1). New York: Cambridge Univ. Press.
  36. Lemberger, J. (1995). The relationship between a model-building problem-solving classroom and conceptual change learning, Unpublished Dissertation, University of Wisconsin-Madison.
  37. Lloyd-Jones, G. (2003). Design and control issues in qualitative case study research. International Journal of Qualitative Methods, 2 (20. Article 4. Retrieved from http://ualberta.ca/-iiqm/backissues/2_2/pdf/lloydjones.pdf
  38. Merriam, S. B. (1998). Qualitative research and case study: Application in education, revised and expanded from case study research in education. San Francisco, CA: Jossey-Bass Publishers.
  39. Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of children' s science. London: Heineman.
  40. Park, H. J. (2007). Components of Conceptual Ecologies, Research in Science Education, 37, 217-237. https://doi.org/10.1007/s11165-006-9023-8
  41. Patton, M. Q. (1990). Qualitative research and evaluation methods, Newbury Park, CA: Sage Publications.
  42. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. Troy, MO: Holt, Rinehart, & Winston.
  43. Pintrich, P. R., Marx, R. W., & Boyle, R. B. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199. https://doi.org/10.3102/00346543063002167
  44. 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. https://doi.org/10.1002/sce.3730660207
  45. Roth, W. M., & Rouchoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31(1), 5-30. https://doi.org/10.1002/tea.3660310104
  46. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. https://doi.org/10.1037/0022-0663.82.3.498
  47. Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
  48. Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines(Eds.), Cognitive structure and conceptual change(pp. 211-231). Orlando, FL: Academic Press.
  49. Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R.A. Duschl, W., & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice(pp.147-176). Albany, NY: State University of New York Press.
  50. Thorley, N. R. (1990). The role of the conceptual change model in the interpretation classroom interactions, Unpublished Dissertation, University of Wisconsin-Madison.
  51. Toulmin, S. E. (1972). Human understanding. Princeton: Princeton University Press.
  52. Vosniadou, S., & Ioannides. C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213-1230. https://doi.org/10.1080/0950069980201004
  53. West, L. H., & Pines, A. L. (1983). How "rational" is rationality? Science Education, 67(1), 37-39. https://doi.org/10.1002/sce.3730670106