Book ChapterDOI
The processes and challenges of conceptual change
Michelene T. H. Chi,Rod D. Roscoe +1 more
- pp 3-27
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TLDR
In this article, the authors suggest that one should think of misconceptions as ontological miscategorizations of concepts and argue that this process is difficult if students lack awareness of when a shift is necessary and/or lack an alternative category to shift into.Abstract:
Students engaged in learning a large body of related knowledge often possess some incorrect naive knowledge about the domain. These “misconceptions” must be removed and/or the correct conception must be built in order for students to achieve a deep understanding. This repair process is generally referred to as “conceptual change.” However, although conceptual change has been discussed for several decades within different research contexts, the literature nevertheless presents a somewhat blurry picture of what exactly misconceptions are, what constitutes conceptual change, and why conceptual change is difficult. In this chapter, we suggest that one should think of misconceptions as ontological miscategorizations of concepts. From this perspective, conceptual change can be viewed as a simple shift of a concept across lateral (as opposed to hierarchical) categories. We argue that this process is difficult if students lack awareness of when a shift is necessary and/or lack an alternative category to shift into. These ideas are explored using a detailed example (i.e. diffusion) from abroad class of science concepts (i.e. emergent processes) that are often robustly misunderstood by students.read more
Citations
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Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust.
TL;DR: A domain-general explanation of why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood suggests that teaching students the causal structure underlyingEmergent processes may enable them to recognize and understand a variety of emergent processes for which they have robust misconceptions.
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Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift
TL;DR: Learning of complex material, such as concepts encountered in science classrooms, can occur under at least three different conditions of prior knowledge: incomplete knowledge, missing knowledge, and conceptual change as discussed by the authors.
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Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity.
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References
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Journal ArticleDOI
Accommodation of a scientific conception: Toward a theory of conceptual change
TL;DR: In this paper, a general model of conceptual change is proposed, which is largely derived from current philosophy of science, but which they believe can illuminate * This model is partly based on a paper entitled "Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.
Book
Conceptual Change in Childhood
TL;DR: Conceptual Change in Childhood: A case study of children's acquisition of biological knowledge between ages 4-10 is presented in this article, which analyzes the ways that knowledge is restructured during this development.
Journal ArticleDOI
Eliciting Self‐Explanations Improves Understanding
TL;DR: This article showed that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and that prompted students who generated o large number of self-explaining (the high explainers) learned with greater understanding than low explainers.
Journal ArticleDOI
Toward an Epistemology of Physics
TL;DR: In this paper, an Epistemology of Physics is proposed for cognition and instruction in physics, with a focus on the physics of the human brain and its relationships with knowledge.