How Research on Students’ Processes of Concept Formation Can Inform Curriculum Development

Abstract

Research about students’ learning of science is often based on conceptual change theory. Typically, student conceptual ecology is theorized, (mis-)conceptions prior to instruction are investigated and how these conceptions change as a result of instruction are analyzed. However, little research has focused on the processes by which students develop conceptual understanding during instruction: Under which conditions will students employ their (mis-)conceptions? How do students’ (mis-)conceptions evolve during learning (or while acting in everyday situations)? Which kinds of teacher explanations are understood by students and when in the process of concept formation? Why is specific instruction effective for some students but not for all? Research reported in this chapter aims to explore how students arrive at a particular conceptual understanding, how students employ their conceptions while grappling with physics instruction and experiments and what kind of instruction promotes or hinders students’ processes of concept formation. The chapter draws upon theoretical arguments for this type of investigation, empirical procedures and outcomes as well as upon implications for science teaching.