Conceptual Change Through Changing the Process of Comparison

Abstract

Classification can serve as a tool for conceptualising ideas about vertebrates. Training enhances classification skills as well as sharpening concepts. The method described in this paper is based on the ‘hybrid-model’ of comparison that proposes two independently working processes: associative and theory-based. The two interact during a classification process. The development of classification skills helps pupils to construct their own concepts and to reduce misconceptions. It is proposed that the shift from similarity-based classification to theory-classification promotes the conceptual change of concepts about vertebrates. This study investigates the effectiveness of classification training in three fifth grade classes. It examines how classification skills influence the construction of vertebrate concepts. A test instrument was developed to obtain results about the use of the two classification processes in the classroom. The results confirm that pupils changed from similarity- to theory-based classification and that a change of vertebrate concepts took place.