Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Sommeillier, Raoul; Quinlan, Kathleen M.; Robert, Frédéric

doi:10.1080/03057267.2020.1824472

Cited by 5 publications

(9 citation statements)

References 63 publications

(165 reference statements)

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“…Hence, this circuit was beyond the Open chain’s explanatory power. Therefore, in the context of the neural circuit in question 9, the Open chain conception may be further categorized as an alternative synthetic conception with an Overgeneralized Domain of Validity, in line with both [ 38 ]’s Framework theory and [ 39 ]’s Domain of Validity theory (DoV). This means that the Open chain concept was applied in a domain (context) where it was inappropriate, i. e. applied beyond its’ domain of validity.…”

Section: Discussionmentioning

confidence: 99%

“…A major goal has been to develop a theory which can describe the structure and development of knowledge, and link specific types of alternative conceptions to specific types of instructional designs [ 36 , 37 ]. Although no such comprehensive theory currently exists, important steps have been made, for example by the Framework theory [ 38 ], the Knowledge-in-Pieces theory [ 36 ], and more recently, the Domain of Validity theory [ 39 ].…”

Section: Introductionmentioning

confidence: 99%

“…Since the KiP theory and the Framework theory both focus on knowledge structure and development, a third theory, proposed by [ 39 ] provides an important extension by focusing more on instructional design. According to their Domain of Validity theory (DoV), knowledge consists of two connected elements: a model and a domain of validity, i. e. a concept and a context.…”

Section: Introductionmentioning

confidence: 99%

“…Students’ conceptions are usually applied in a context, and even though the applied conceptions may be different from the scientific conceptions, they may still explain certain phenomena successfully. [ 39 ] claims that this is the reason many alternative conceptions exist–because they have been applied successfully to explain some scientific phenomena in the past. They become a problem only when they are applied in a new context where they no longer are appropriate, i. e. they are used beyond their domain of validity.…”

Section: Introductionmentioning

confidence: 99%

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Mapping lower secondary school students’ conceptions of three aspects critical for understanding the nervous system

Kvello

2024

PLoS ONE

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Understanding the nervous system is an important but perhaps ambitious goal, particularly for students in lower secondary education. It is important because of its’ direct role in both mental and physical health, and it is ambitious because instruction focuses on the human nervous system, which is extremely complex, and subject to numerous misconceptions. Despite its’ complexity, the science curricula, both nationally and internationally, emphasize an understanding of the system, and not just knowledge of isolated facts. But what does it mean to understand this system, and what content knowledge is critical for understanding it? Unfortunately, the curricula are usually too general to answer these questions, therefore other sources of information are needed. Using the science literature, the present study defines the system level of the nervous system and proposes three basic aspects necessary to understand it: 1) neural circuit architecture, 2) synaptic action, and 3) nerve signal origin. With this background, the aim of the present study is to identify lower secondary school students’ conceptions of these three aspects, and to determine how they impact students’ understanding of the system. To reach this aim, the study used a questionary which allowed for a mixed method design, and the results show that many students have an immediate conception of the brain as the origin of nerve signals. In addition, many students hold the alternative conceptions that 1) synaptic action is exclusively excitatory, and that 2) neural circuits consists of neurons connected in a chain, one single neuron after another. These alternative conceptions prevent students from understanding the system. Implications for instruction are discussed in the context of conceptual learning theories, and teaching strategies are proposed. Since similar curricula goals and textbook content exist in several countries, the present results may be representative across nations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mapping lower secondary school students’ conceptions of three aspects critical for understanding the nervous system

Kvello

2024

PLoS ONE

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“…As perceived by most responses, the notion that living things are exposed to toxins when directly consumed regardless of the channel (e.g., ingestion or respiration), toxins are presumed to only infiltrate upon direct contact. Students' preconceptions in science are shaped by their prior experiences, textbooks, teachers' explanations, or everyday language and are often not in alignment with accepted scientific beliefs (Canlas, 2021;Morrison and Lederman, 2003;Sommeillier, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

Wichaidit,

Sumida

2023

SEI

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The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.

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Multi-rater analysis for learning instruction webbed models based on local potential “Pulau Kembang” validation: An innovative means to assess product quality

Purwasih,

Wilujeng,

Misbah

et al. 2024

PROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic

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Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Abstract: The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record.

Cited by 5 publications

References 63 publications

Mapping lower secondary school students’ conceptions of three aspects critical for understanding the nervous system

Mapping lower secondary school students’ conceptions of three aspects critical for understanding the nervous system

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

Multi-rater analysis for learning instruction webbed models based on local potential “Pulau Kembang” validation: An innovative means to assess product quality

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