Abstract
Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner’s characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on “soil and sunshine”, representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile.
Highlights
Since the beginning of the last century, scientists have been interested in the organisation of cognitive knowledge
We found no significant effect of sex on the expression of scientific and alternative conceptions in any model (Table 1) with one exception in Question B, where female natural science students provided significantly (p = 0.03) more alternative conception than males (S3 Table)
Our study demonstrated that scientific and alternative conceptions can co-exist in the framework of tree assimilation, photosynthesis and wood synthesis
Summary
Since the beginning of the last century, scientists have been interested in the organisation of cognitive knowledge. Successful learning is understood beyond the rote memorisation of mere facts as being the integration of new knowledge into existing schemes. This basic interpretation of daily knowledge acquisition is limited in classrooms to which students bring robust, pre-existing conceptions differing from the accepted scientific ones [3]. Instructors face fragmented to well-structured knowledge profiles which vary between individual students according to prior experiences [4]. [5,6] These elements are relevant in the process by which fragmentation and integration contribute to a person’s conceptual knowledge [7]. Knowledge fragmentation potentially leads to coexisting parallel conceptions related to specific settings (e.g. social environment) [2,7,8,9]
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