Can the history of science help science educators anticipate students' misconceptions?

Wandersee, James H.

doi:10.1002/tea.3660230703

Cited by 162 publications

(110 citation statements)

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“…To date, several studies in many countries have investigated students' understanding of different science concepts. Many of these studies have focused on photosynthesis and respiration in plants [1][2][3][4][5][6][7][8]. Briefly, these studies revealed that the majority of students at all grade levels hold misconceptions about plant nutrition, the role of water in plants, the role of leaves in plants, gas exchange, autotrophy, the definition and importance of photosynthesis, the role of light in photosynthesis, the role of chlorophyll in photosynthesis, the relationship between food and energy, and the nature of respiration and energy transformation.…”

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“…They reported that after being taught by the guided discovery strategy on photosynthesis, only 19% of the 13-year-old students grasped the idea that photosynthesis produces carbohydrate, and 54% regarded photosynthesis as a food-making process. In a further study, Wandersee [2] working with American students (aged 10 -18) demonstrated that students' ideas about photosynthesis do change as they move through educational system but that there is little improvement in their understanding of certain aspects of the process, such as the roles of water and chlorophyll, the importance of carbon dioxide as the major raw material, and the product of photosynthesis.…”

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Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Balcı¹,

Çakıroğlu

Tekkaya

2006

Biochem Molecular Bio Educ

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The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in plants was measured using the test developed by Haslam and Treagust (F. Haslam, D. F. Treagust (1987) Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument, J. Biol. Educ. 21, 203-211). The test was administered as pre-test and post-test to a total of 101 8th-grade students in three intact classes of the same school located in an urban area. The classes were randomly assigned as control and experimental groups. Students in the first experimental group (n ‫؍‬ 33) received 5E learning cycle instruction, students in the second experimental group (n ‫؍‬ 34) received conceptual change text instruction, and students in the control group (n ‫؍‬ 34) received traditional instruction. Attitudes toward science and pre-test scores were used as covariates. A quasi-experimental design utilizing the analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between two experimental groups (5E versus conceptual change text instruction) was found.Keywords: 5E learning cycle, conceptual change text, photosynthesis, misconceptions.Research on students' understanding of scientific concepts in the past few decades has revealed that students possess several ideas that are at variance with scientifically accepted knowledge. To date, several studies in many countries have investigated students' understanding of different science concepts. Many of these studies have focused on photosynthesis and respiration in plants [1][2][3][4][5][6][7][8]. Briefly, these studies revealed that the majority of students at all grade levels hold misconceptions about plant nutrition, the role of water in plants, the role of leaves in plants, gas exchange, autotrophy, the definition and importance of photosynthesis, the role of light in photosynthesis, the role of chlorophyll in photosynthesis, the relationship between food and energy, and the nature of respiration and energy transformation. For example, Stavy et al.[4] found a well known confusion between photosynthesis and respiration in plants in Israeli students (aged 13-15). More than 60% of their sample regarded photosynthesis as a type of respiration. They believed that plants respired at night in a similar way to animals and also believed, however, that during the day, the process was reversed. The rest of the sample (40%) did not know that plants respire at all. Haslam and Treagust [3] examined 441 Australian students' (grades 8 -12) understanding of photosynthesis and respiration in plants. The results of their study indicated...

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confidence: 99%

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confidence: 99%

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Balcı¹,

Çakıroğlu

Tekkaya

2006

Biochem Molecular Bio Educ

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“…Likewise, even up to the late nineteenth century, a scientist could argue against the atomic theory (Brock & Knight, 1965). Such historical scientific disputes can be a natural way of coming to see how the scientific community has embraced something which initially may have seemed unlikely or counterintuitive, and the historical process of accumulating and Creationism as a Misconception 2175 connecting evidence may even mirror students' individual experiences of developing their scientific understanding (Wandersee, 1986).…”

Section: Creationism As a Misconception 2173mentioning

confidence: 99%

Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution

Foster

2012

International Journal of Science Education

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This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently handle their students' misconceptions as they arise by offering appropriate socio-cognitive conflict, which highlights reasons to disbelieve one idea and to believe another. It is argued that this way of working, rather than outlawing discussion, is more scientific and more honest. Scientific truth does not win the day by attempting to deny its opponents a voice but by engaging them with evidence. Teachers can be confident that evolution has nothing to fear from a free and frank discussion in which claims can be rebutted with evidence. Such an approach is accessible to children of all ages and is ultimately more likely to drive out pre-scientific superstitions. It also models the scientific process more authentically and develops students' ability to think critically.

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“…Par ailleurs, il nécessite une compréhension des mécanismes par lesquels ces représentations évoluent. Or, ces mécanismes présentent une parenté avec les processus en jeu dans l'élaboration du savoir scientifique (Piaget et Garcia, 1983;Sequeria et Leite, 1991;Wandersee, 1985). En particulier, la connaissance des «obsta-cles épistémologiques» rencontrés dans l'histoire des disciplines peut aider à compren-dre les types de difficultés que les élèves doivent surmonter pour s'approprier certains concepts.…”

Section: Problèmes Reliés Aux Difficultés D'apprentissage En Sciencesunclassified

Problématique de l’apprentissage et de l’enseignement des sciences au secondaire : un état de la question

Legendre¹

2007

rse

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Dans un contexte social qui valorise la formation scientifique et technologique comme outil d'adaptation et d'insertion sociale, les multiples échecs et difficultés rencontrés par les élèves dans l'apprentissage des sciences posent des défis importants aux enseignants du secondaire et à ceux qui ont pour tâche de les former. Cet article tente de cerner, à travers l'analyse des écrits, les problèmes d'ordre épistémologique, didactique, pédagogique, socioculturel que soulèvent aussi bien l'apprentissage que l'enseignement des sciences. Nous présentons quelques conséquences pratiques des problèmes soulevés et nous suggérons des pistes à explorer.Within a social context that values scientific and technological training as a tool for social adaptation and insertion into society, the numerous failures and difficulties in science learning present an important challenge for secondary level teachers and for teacher educators. This article attempts to describe, through a review of the literature, the various problems, being epistemological, didactic, pedagogical, or sociological that are related to both the learning and teaching of science. The author presents various practical implications regarding the problems described and suggests avenues to investigate.En un contexto social que valoriza la formacion cientifica y tecnologica como instrumento de adaptation y de insertion social, los multiples fracasos y dificultades encontrados por los alumnos en el aprendizaje de la ciencia ofrecen importantes desafios a los maestros del secundario y a los responsables de su formacion. Este articulo trata de abordar, a través de la literatura, los problemas de diversos ôrdenes, epistemologico, didàctico, pedagogico, sociocultural que trae consigo tanto el aprendizaje como la ensenanza de la ciencia. Presentaremos algunas implicaciones practicas de los problemas abordados y sugeriremos pistas a explorar.In einem Gesellschaftskontext, der die wissenschaftliche und technologische Bildung als Mittel zur sozialen Anpassung und Eingliederung fôrdert, stellen die zahlreichen Misserfolge und Schwierigkeiten, welche die Schiller beim wissenschaftlichen Studium erleben, betràchtliche Fbrderungen an die Lehrkrafte an Hôheren Schulen und an deren Ausbilder. Dieser Artikel versucht, mit Hilfe der Fachliteratur die Problème verschiedener Art - epistemologisch, didaktisch, pâdagogisch, soziokulturell - zu umschreiben, die sowohl das Erlernen wie das Unterrichten der Wissenschaften aufwerfen. Wir zeigen einige praktische Folgen der behandelten Problème auf und schlagen môgliche Wege zu ihrer Lôsung vor

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Can the history of science help science educators anticipate students' misconceptions?

Cited by 162 publications

References 20 publications

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution

Problématique de l’apprentissage et de l’enseignement des sciences au secondaire : un état de la question

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