Development of a Science Class Aimed at Forming Scientific Concepts: Focusing on a Guidance Method for the Law of Action-Reaction

沖野, 信一; 山岡, 武邦; 松本, 伸示

doi:10.11639/sjst.16017

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…Indeed, after acknowledging the difficulty of correcting naïve concepts, Okino and Matsumoto (2011) proposed three instructional procedures for converting naïve concepts into scientific ones: (1) clarification of naïve concepts, (2) clarification of the acquisition of naïve concepts, and (3) connection and matching of naïve and scientific concepts. Using this teaching method, Okino, Yamaoka, and Matsumoto (2016) and Yamaoka, Okino, and Matsumoto (2020) conducted lessons on action reactions. More recently, Okino, Yamaoka, and Matsumoto (2021) conducted lessons on the concept of mass, demonstrating the effectiveness of providing metacognitive support at all three levels.…”

Section: Questionnaire Surveymentioning

confidence: 99%

Formation and Reconstruction of Naïve Concepts among Science Undergraduates at National University

Yamaoka

Okino

Matsumoto

2022

Journal of Research in Science Education

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in Science by Osborn and Freyberg (1985), the first book that systematically presents children's worldviews in terms of their understanding of scientific concepts. Under constructivist learning theory, learners form new ideas by connecting naïve concepts with appropriate knowledge. However, the learning process is not an easy one. Here, naïve concepts are intuitive nuggets of understanding, such as selfish assumptions and misconceptions that are accumulated in people's thinking from an early age. Intuitive belief is not a logical or scientific way of thinking; rather, it is a scientifically incorrect way of thinking and perceiving borne out of everyday experience that is often seen in children.

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