Common‐sense reasoning about conservation: the role of action

Mariani, Maria C.; Ogborn, Jon

doi:10.1080/0950069900120105

Cited by 14 publications

(7 citation statements)

References 3 publications

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“…"The meaning recognized in perception is a function of the entire sequences of action" (Inhelder & Piaget, 1964, p. 12). Thus children construct concepts about objects by acting on them; by seeing what they can be used for, or what happens to them when an action is performed (Mariani & Ogborn, 1990, 1991. Bliss and Ogborn (1994) used this theoretical perspective to analyze literature about children's alternative conceptions relating to the development of the concept of motion.…”

Section: Introductionmentioning

confidence: 99%

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The development of the concept of “matter”: A cross‐age study of how children classify materials

2003

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ABSTRACT:The development of the concept of matter was explored in children aged 3 -13. Eighty four children were asked to classify four sets of objects and matter and to explain their classifications during interviews. Younger children tended to classify using a mixture of extensive properties (properties of objects) and intensive properties (properties of matter), whereas older children (above 9 years old) tended to use intensive properties most of the time. The effect of using sets of objects and matter with different characteristics was explored. The different sets of objects and matter consisted of ones made of different substances, of various shapes and particle size, and of different states of matter. The ways in which children classified were analyzed from a Piagetian perspective, which hypothesizes that the epigenesis of concepts takes place through children acting on the world. Through their actions children gradually develop more elaborated schema which enable them to distinguish between extensive and intensive properties and hence between object and matter.

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Section: Introductionmentioning

confidence: 99%

“…We also argued that a second key feature in this process is that children learn to do this by acting on the world. In doing this they gradually build up more elaborated schemata that form the basis of concept development (Mariani & Ogborn, 1990).…”

Section: Introductionmentioning

confidence: 99%

The development of the concept of “matter”: A cross‐age study of how children classify materials

2003

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“…It was suggested that if the students continued to present difficulties in understanding despite the correction of the proposal (from a scientific point of view), perhaps the problem was not in the definition of energy, but in the concept itself. It was questioned whether what was taught was indeed referring to energy or entropy (Solomon, 1982;Duit, 1984;Ogborn, 1990).…”

Section: Discusión De Resultadosmentioning

confidence: 99%

“…Es más, aparecía un segundo conflicto hasta entonces no detectado, la conservación de la energía era una característica que en determinadas situaciones cotidianas parecía no cumplirse (Duit, 1986;Ogborn, 1986;Pintó, 1991). Entonces distintos autores plantearon que quizá el problema no estaba en la definición de energía, sino en el concepto en sí: quizá se hablaba de energía cuando realmente se estaba hablando del concepto de entropía (Solomon, 1982;Duit, 1984;Ogborn, 1990). Es decir, el problema estaba en pensar que la energía puede aumentar o disminuir y no pensarla como una característica de la materia.…”

Section: ¡Visiones De Energía!unclassified

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¿Cómo se conceptualiza la energía en las unidades didácticas de biología?

Murugó

Tallada²,

Izquierdo³

2016

ensciencias

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RESUMEN• El presente trabajo reflexiona sobre la visión biológica del concepto energía que se aplica actualmente en las aulas a partir del análisis de diversos libros de texto, en papel y digitales. Se pretende analizar cuál es el concepto de energía que aparece en los textos y en los ejercicios del final de la unidad didáctica, así como identificar una posible relación entre la demanda cognitiva de los ejercicios de final de unidad y la manera de presentar el concepto de energía. Los resultados muestran una multiplicidad de ideas respecto al concepto de energía tanto en los textos como en los ejercicios analizados, siendo las más comunes las relacionadas con la idea de flujo y almacenaje, llegando a detectar diferentes ideas del concepto de energía dentro de una misma unidad didáctica. Respecto al análisis de la demanda cognitiva de los ejercicios de final de unidad, los resultados muestran un claro dominio de las actividades de menor demanda cognitiva, destacando el hecho de que mayoritariamente en ellos no se trabaja el concepto de energía sino que, por ejemplo, se limitan a solicitar al alumnado definiciones o la elaboración de listas de órganos y orgánulos.PALABRAS CLAVE: energía; nutrición celular; entropía; demanda cognitiva; ejercicios de final de capítulo.ABSTRACT • This paper considers the biological approach of the concept of energy that is currently used in the classroom from the study of different textbooks and digital books. The purpose is to find out the energy concept set out in textbooks and in the end of unit exercises, and also identify a possible relationship between the cognitive demand of the end of unit exercises and the approach to the concept of energy. Results show a multiplicity of ideas about the concept of energy, not only in texts but also in exercises, being the ideas of flow and storage the most common ones and having also detected different ideas about the concept of energy within a teaching unit. Regarding the cognitive demand of the exercises, results show the prevalence of lower cognitive demand activities, highlighting the fact that most of them do not work the concept of energy at all but instead pupils are just asked, for example, to give definitions or to create a list of organs and organelles.

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Students' ideas on conservation of matter: Effects of expertise and context variables

1995

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Recent research on chemistry learning and teaching has described some alternative conceptions held by students as to their understanding of the properties of matter. Several classifications have been proposed to analyze students' conceptions about matter and its changes. Starting from Anderson's categorization, this research studied students' understanding of the qualitative conservation of matter (substance), and how this understanding is influenced by previous instruction in chemistry and task variables. Here, task variables include chemical content and problem context. Four groups of adolescents that differed in age (from 12 to 17 years) and scientific instruction, and two groups of university students with different expertise in chemistry were presented with a 22‐item paper‐and‐pencil test about the conservation of matter. The items involved physical changes (solutions or changes of state) and chemical changes (reactions), and were posed both in academic chemistry contexts and everyday situations. Results show the influence of group membership, task content, and problem context on students' performance. Test scores increased with age and instruction in chemistry, but the influence of chemical expertise was smaller than that predicted from research in other scientific areas. Concerning context, for everyday situations reactions are the most difficult content; on the other hand, in academic chemistry the most difficult content was solutions. Analyses for category answers showed that subjects are likely to concentrate their interpretations in two main categories, interaction (substances interact to form new ones) and modification with identity (substances modified in appearance continue to be the same). However, conceptions depend also significantly on content and context task. Finally, we have found that science instruction increases the consistency of the conceptions held by subjects. Younger subjects and adolescents without scientific instruction tended to be less consistent than more expert subjects. © 1995 John Wiley & Sons, Inc.

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Common‐sense reasoning about conservation: the role of action

Cited by 14 publications

References 3 publications

The development of the concept of “matter”: A cross‐age study of how children classify materials

The development of the concept of “matter”: A cross‐age study of how children classify materials

¿Cómo se conceptualiza la energía en las unidades didácticas de biología?

Students' ideas on conservation of matter: Effects of expertise and context variables

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