Journal ArticleDOI
The Experiential Gestalt of Causation : A Common Core to Pupils' Preconceptions in Science
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TLDR
The authors demonstrate that there is a common core to the pupils' explanations and predictions in such widely differing areas as temperature and heat, electricity, optics and mechanics, called the experiential gestalt of causation.Abstract:
Research on pupils’ alternative frameworks in science is an expanding field, generating a great deal of interesting empirical material. There is a need to find common elements in the seemingly quite disparate research results, in order that the various findings form a cohesive group, and also to achieve a deeper understanding of the pupils’ reasoning. This article represents an attempt in this direction. We will try to demonstrate that there is a common core to the pupils’ explanations and predictions in such widely differing areas as temperature and heat, electricity, optics and mechanics. This core will be called the experiential gestalt of causation. Its parts are agent, instrument and object. A full and varied set of examples is given, both to document our assertions and to offer the reader an introduction to the interesting results from this branch of research.read more
Citations
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A cross-age study of the understanding of five chemistry concepts
TL;DR: In this paper, a sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts: chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change.
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Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning
John Leach,Phil Scott +1 more
TL;DR: In this paper, an approach drawing upon the concept of Learning Demand and a social constructivist perspective on learning studies in science education is presented. But this approach is restricted to science teaching sequences.
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Students' Understanding of the Greenhouse Effect, the Societal Consequences of Reducing CO2 Emissions and the Problem of Ozone Layer Depletion.
Björn Andersson,Anita Wallin +1 more
TL;DR: In this paper, the authors investigate how Swedish students in grade 9 (15-16 years old) and grade 12 (18-19 years old), explain the greenhouse effect, and how they think reduction of CO2 emission would affect society.
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Rethinking chemistry: a learning progression on chemical thinking
Hannah Sevian,Vicente Talanquer +1 more
TL;DR: The authors define chemical thinking as the development and application of chemical knowledge and practices with the main intent of analyzing, synthesizing, and transforming matter for practical purposes, and present a blueprint of a theoretically sound and evidence-based foundation for an educational framework centered on the idea of chemical thinking.
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A Comparison of Applied and Theoretical Knowledge of Concepts Based on the Particulate Nature of Matter.
TL;DR: In this paper, the authors compared high school chemistry students' applied and theoretical knowledge of selected concepts based on the particulate theory and found that more than 40% of the students displayed alternative conceptions (ACs) of the concepts covered in the PCCT.
References
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Book
Metaphors We Live By
George Lakoff,Mark Johnson +1 more
TL;DR: Lakoff and Johnson as mentioned in this paper suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning, and they offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind.
Journal ArticleDOI
Metaphors We Live by
TL;DR: Lakoff and Johnson as mentioned in this paper suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning, and they offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind.
Journal ArticleDOI
Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education
John K. Gilbert,D Michael Watts +1 more
TL;DR: In this article, concepts, misconceptions and alternative conceptions: Changing Perspectives in Science Education are discussed. But the authors focus on science education and do not consider the other aspects of science education.
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Research on conceptual understanding in mechanics
TL;DR: The authors found that similar difficulties occur among students of different ages and ability, often in spite of formal study in physics, and the persistence of these difficulties suggests that they are not easily overcome, and need to be addressed explicitly during instruction.
Journal ArticleDOI
Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science
TL;DR: Theories-in-action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science as discussed by the authors is a good starting point for this paper.