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Research & Teaching

Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)

By Leilani A. Arthurs, Justin Elwonger, and Chelsie M. Kowalski

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change. The relation of the instructional sequence to conceptual change is investigated in terms of cognitive, temporal, and social considerations. Students’ responses to items in in-class activities, homework, exams, and pre- and postcourse surveys; the instructor’s lesson plans and notes; and classroom observations provide evidence of the preconceptions-based instructional sequence’s impact. We conclude the sequence has a significant positive impact on facilitating conceptual change for a range of student demographics, including gender and race.

Read more about Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change.

Read more about Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change.

Legislative Update

Biden Announces White House Science Team

By Jodi Peterson

Posted on 2021-01-20

Read more about Biden Announces White House Science Team

Freebies for Science Teachers, January 19, 2021

By Debra Shapiro

Read more about Freebies for Science Teachers, January 19, 2021

Read more about Freebies for Science Teachers, January 19, 2021

Archive: Teacher Tip Tuesday: The Meaning Beyond The Words: How Language, Race, & Culture Impact Science Teaching & Learning, February 2, 2021

Read more about Archive: Teacher Tip Tuesday: The Meaning Beyond The Words: How Language, Race, & Culture Impact Science Teaching & Learning, February 2, 2021

For years, research on the language of classrooms explored how the way we say things impacts students’ sense of belonging. Despite this research, Science and Technology Education have failed to adequately explore how issues of race, language, and culture shape the outcomes of teaching and learning in science.