Towards a lakatosian analysis of the piagetian and alternative conceptions research programs

Gilbert, John K.; Swift, David J.

doi:10.1002/sce.3730690510

Cited by 105 publications

(66 citation statements)

References 24 publications

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“…Despite this variation in terminology, most of the research into learners' ideas can be seen as part of a coherent programme of research within science education (Gilbert & Swift, 1985;Taber, 2006Taber, , 2009b. Although learners' ideas are often considered to be of intrinsic interest, the prime rationale for initiating this research programme (RP) was to inform the teaching of the scientific theories and models that are represented as 'target knowledge' in the school science curriculum (Driver & Easley, 1978;Driver & Erickson, 1983;Gilbert, Osborne, & Fensham, 1982;Gilbert & Watts, 1983;Osborne & Wittrock, 1983).…”

Section: Researching Alternative Conceptionsmentioning

confidence: 99%

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

Taber

Tan

2010

International Journal of Science Education

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Tan. The insidious nature of 'hard core' alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionisation energy.. AbstractThe present study contributes to the constructivist research programme (RP) into learning science by comparing patterns in responses from two groups of learnerssenior high schools students and pre-service teachers -in the same educational context (Singapore), to a diagnostic instrument relating to the topic of ionisation energies. This topic is currently included in the curriculum for 16-19 year-old students studying chemistry in Singapore (and elsewhere). The comparison shows that although (a) graduate pre-service teachers offered some types of incorrect responses less frequently than high school students; (b) they retained high levels of alternative conceptions commonly found among high school students; and -of particular note -(c) certain alternative conceptions were found to be more common among the graduates. This suggest the intuitive appeal of certain alternative conceptions is such that they can readily be reproduced down 'generations' of learners. The findings are explored in terms of a range of conceptual resources that have been developed within the constructivist RP. The analysis suggests that the curriculum sets out inappropriate target knowledge for senior high school students, given the nature of the subject matter and the prior learning of the students. It is also suggested that it may be fruitful to consider conceptual learning in terms analogous to the RP found in science, and that from this perspective certain insidious alternative conceptions can be understood as derived from commitments that are taken-for-granted and protected from explicit challenge by a protective belt of refutable auxiliary conceptions.

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Section: Researching Alternative Conceptionsmentioning

confidence: 99%

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

Taber

Tan

2010

International Journal of Science Education

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“…Learners' explanations, when they are alternative to the standard scientific conceptions, usually come from their prior experiences and seem to legitimatize these experiences (Gilbert & Swift, 1985;Windschitl & Andrew, 1998). Most of these alternative conceptions are poorly articulated, internally inconsistent, and in some cases highly resistant to change (Windschitl & Andrew, 1998).…”

Section: Introductionmentioning

confidence: 99%

Learning about seasons in a technologically enhanced environment: The impact of teacher‐guided and student‐centered instructional approaches on the process of students' conceptual change

Hsu

2008

Science Education

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To explore the ways in which teacher-guided and student-centered instructional approaches influence students' conceptual understanding of seasonal change, we designed a technology-enhanced learning (TEL) course to compare, by means of concept maps, the learning outcome of students in two groups: a teacher-guided (TG) class (with whole-class presentations) and a student-centered (SC) class (with individual online learning). The participants were two classes of second-year senior high school students in Taiwan. Overall, the results showed that most students developed a deep and accessible understanding of the reasons for the seasons after undergoing experiences provided by the TEL course. More importantly, it was found that, in this technologically enhanced environment, the student-centered approach was more effective than the teacher-guided approach in altering students' alternative conceptions of seasonal change (F = 28.05, p < 0.001).

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“…Las ideas científicas preconcebidas han recibido diferentes denominaciones por parte de los investigadores en la materia, aunque la más ampliamente aceptada es concepciones alternativas (Abimbola, 1988;Gilbert y Swift, 1985). La mayor parte de la ciudadanía alberga concepciones alternativas sobre fenómenos astronómicos muy comunes, y el profesorado parece no ser una excepción, si atendemos a diversos estudios sobre las concepciones alternativas de estudiantes y profesores de diferentes países sobre fenómenos como el ciclo día-noche, las fases lunares o las estaciones del año.…”

Section: Objetivosunclassified

Conocimientos astronómicos del profesorado de educación secundaria obligatoria y preferencias metodológicas para la enseñanza de astronomía

Herrero¹

2014

Enseñanza & Teaching

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Towards a lakatosian analysis of the piagetian and alternative conceptions research programs

Cited by 105 publications

References 24 publications

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

Learning about seasons in a technologically enhanced environment: The impact of teacher‐guided and student‐centered instructional approaches on the process of students' conceptual change

Conocimientos astronómicos del profesorado de educación secundaria obligatoria y preferencias metodológicas para la enseñanza de astronomía

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