Cognitive structure determination as a tool in science teaching

Matthews, G. P.; Brook, V. G.; Elliot, Giles; Khan‐Gandapur, T. H.

doi:10.1080/0140528850070305

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Afin de mener notre analyse, nous avons choisi de commencer par une réflexion sémantique et conceptuelle sur Ie savoir énergie (au niveau du secondaire), basée sur l'étude des mots ou groupes de mots porteurs de sens que les élèves (Bruguière, 1993), les enseignants et les programmes scolaires utilisent quand ils "parlent d'énergie", puis par Ia suite de mettre en forme cette étude au travers de représentations graphiques et plus particulièrement de cartes conceptuelles (Matthews et al, 1984). Ces cartes devraient, selon nous, permettre de visualiser les réseaux conceptuels (Langlois et al, 1994) organisés autour de concepts et de relations.…”

Section: Objetd'étudeunclassified

Les représentations spatiales des concepts associés à l'énergie comme outil de formation des enseignants : application à l'analyse du nouveau programme de physique des classes de première de série scientifique

Bruguiere¹,

Sivade²,

Cros³

1994

didas

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Section: Objetd'étudeunclassified

Les représentations spatiales des concepts associés à l'énergie comme outil de formation des enseignants : application à l'analyse du nouveau programme de physique des classes de première de série scientifique

Bruguiere¹,

Sivade²,

Cros³

1994

didas

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“…This affects its reproducibility and application in problem solving. Therefore, another important trend in this group of studies centers on determination of extent and ways of structuring the knowledge acquired by students as well as factors influencing the formation of these structures (8)(9)(10).…”

Section: Knowledge Structurementioning

confidence: 99%

The process of learning chemistry: A review of the studies

Janiuk¹

1993

J. Chem. Educ.

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According to present trends in education, the studen& not the teacher-is the main obiect ofthe teaching vrocess. The teacher's task is to augment the student's>&nitive activity. To do it constructively and properly, the teacher should possess knowledge about the course and conditions of the learning process. Information in this field is provided by the studies in cognitive psychology. Recently the interest in this subject has developed rapidly, leading to possibilities of better understanding and interpretation of cognitive learning processes. At the same time among different research trends on chemistry education the most intense studies have developed on learning chemistry lately Studies on learning process include various problems of a broad range. They cover-among others--concept formation, knowledge structure, s h o r k r m memory capacity, development of cognitive abilities, and solution of prob- Chemical ConceptsConcepts are basic elements in the knowledge structure. Taking into account the reasoning level the student must learn some conceots. One view is to divide them into two groups: concrete-operational, whose meaning can be develooed from first-hand exoerience with obiects or events. and formal operational concepts, whose meaning is derived through position within a postulatory-deductive system (I). The first group includes such concepts as beaker, flame. metal. and sulfur. The second one mcludes atom. mole, chemical equilibrium, oxidation, and reduction.Studies on a wav of learnine the chemical conceots bv students refer first of all to t h i second group. It is i u e tb the greater importance of formal-operational concepts in the whole chemical knowledge and the fact that the process of learnine them is more complex and difficult. The aim of these stcdies is to determineconditions and to find ootimal methods for learning formal-overational concepts as well as to determine students undei&nding of chemistrv conceots and reasons of forming incorrect ones: i.e., n&conce&ions. As an example thereire the studies on the concepts "mole" (2) "chemical equilibrium" (3, 4) "molecu- Organization and ConnectionThe optimum learning proeess depends on the fact that we are concerned with the ordering and connection of individual elements of knowledge. There can be distinguished a few trends in recent studies of these problems.The first trend is based on the fact that, at the outset, each student already possesses some knowledge. Its source may be a common infiuence of social and natural environment or previous schooling. I t is important that this knowledge making a compact system can stray from that regarded to be correct scientifically, to a smaller or greater extent makine it difficult or even imvossible to acauire new knowled&. The aim of recent studies is to determine the amount of knowledee the students start with. its effect . . on learning and definition of the inltird knuwledge of studentx so that the process of learning wlll be optimal and to choose the best ways of reasoning so that students will promess...

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Formative and Summative Assessment by Teachers

Black

1993

Studies in Science Education

132

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Cognitive structure determination as a tool in science teaching

Cited by 4 publications

References 4 publications

Les représentations spatiales des concepts associés à l'énergie comme outil de formation des enseignants : application à l'analyse du nouveau programme de physique des classes de première de série scientifique

Les représentations spatiales des concepts associés à l'énergie comme outil de formation des enseignants : application à l'analyse du nouveau programme de physique des classes de première de série scientifique

The process of learning chemistry: A review of the studies

Formative and Summative Assessment by Teachers

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