Student ideas of science concepts: alternative frameworks?

Making productive use of students' initial conceptions in developing the concept of force

“…The tests, although inspired by other sources, were developed in this study. The main sources of inspiration were Kuiper (1994) and Halloun and Hestenes (1985a). The following questions are representative examples from the pre-/postcourse test.…”

Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure

“…Viennot 1979;BouJaoude, 1991;Solomon, 1992Solomon, , 1993Claxton, 1993;Hennessy, 1993;Linder, 1993;Russell, 1993;Kuiper 1994) -and perhaps sometimes simply created in response to the social pressure of the researcher's questions (Solomon 1993). So Hammer argues, Research in science education, including physics, has mostly adopted unitary models of student thinking as reflecting naïve theoretical frameworks, robust misconceptions, and stages of development in reasoning abilities.…”

Conceptual Change Through the Lens of Newtonian Mechanics

“…For example, there has been a social constructivist/sociocultural trend that has regarded student conceptions as socially situated within the everyday and that the instructors job is not to challenge these conceptions but to enable the student to contextualise the concept with respect to its appropriate domain, whether scientific or everyday (e.g. Linder 1993;Driver et al 1994;Kuiper 1994;Mortimer 1995;Leach & Scott 2003). However, the point is, whether a conceptual change model assumes that 'misconceptions' or intuitive beliefs arise out of the child's interaction with the physical world or, alternatively, as 'ways of speaking' within appropriate or inappropriate domains, nevertheless there seems to be a majority consensus that these conceptions are fairly well formed prior to instruction (and quite contrary to Strike and Posner's revised theory).…”

“…On the other hand, students need to become aware of the shift in their initial views towards the 'metaconceptual perspectives of science knowledge' (p. 8), which implies change, not enrichment. Indeed, Linder's (1993) 'conceptual appreciation delimited by context' or Kuiper's (1994) 'instant-by-instant dealing of incoherent student ideas' are piecemeal, instant-by-instant gradual modification approaches to conceptual change and these approaches have become very popular. For example, von Glasersfeld (1995) argued that a significant change in the nature of and relationship between concepts can occur through 're-conceptualisation': from 'force implies motion' to 'force implies acceleration'.…”