Common Alternative Conceptions Research Articles

Panorama and Perspectives of the Teaching of Radiation and Radioactivity at the High School Level

This paper presents a perspective of how the radiation and radioactivity themes have been discussed at the high school level in several locations around the world. In this context, scientific journals, academic journals, theses, dissertations, and media materials were analyzed. Recent research has shown that the concern with the discussion about radiation and radioactivity in basic education is a current and global issue. The discussion on the radiation and radioactivity themes in different contexts in this paper was presented in four parts: (i) the representations used to deal with the themes; (ii) how the high school curriculum deals with the topic; (iii) the common alternative conceptions; and (iv) intervention proposals to address the issues. Based on a literature review, in order to collaborate in the teaching of radiation and radioactivity topics, the main objective of this work is to understand the current scenario on these topics, identify some challenges to understand them and present possible interventions to overcome them.

USING A THREE-TIER MULTIPLE-CHOICE DIAGNOSTIC INSTRUMENT TOWARD ALTERNATIVE CONCEPTIONS AMONG LOWER-SECONDARY SCHOOL STUDENTS IN TAIWAN: TAKING ECOSYSTEMS UNIT AS AN EXAMPLE

This research is conducted to identify the scientific conceptual cognition of ecosystem and the corresponding alternative conceptions by lower-secondary school students in Taiwan. Concept mapping, interviewing, and two-tier diagnostic test cannot make explicit reasoning pathways that students may use. Therefore, its purpose is to develop, validate, and utilize a three-tier multiple-choice diagnostic instrument for the ecosystem concept (TDIEC). The instrument can assist teachers in analyzing their students’ reasoning. This does not only distinguish alternative conceptions from lack of knowledge but also determines the percentages of false positives and false negatives. One hundred and six students were tested with this instrument in Taiwan. The data analysis reveals common alternative conceptions shared by students, indicating that 35.59% of the samples had inaccurate conceptualizations of ecosystems. Common alternative conceptions of ecosystems include the following: (i) Only biological components constitute an ecosystem; (ii) The Venus flytrap and pitcher plants are preys; (iii) Competition is synonymous to predation; (iv) Ecological balance refers to the sustainable circulation of energy and matter in the environment; and (v) The simpler the species, the more stable the ecosystem. It concludes with the interpretation of the results, suggestions for the application of the TDIEC, and correct alternative conceptions in Ecology classes. Keywords: Three-Tier Diagnostic Instrument, ecosystem concepts, alternative conceptions, lower-secondary students

AVALIAÇÃO DA INFLUÊNCIA DAS CONCEPÇÕES ALTERNATIVAS NO ENSINO E APRENDIZAGEM DA FÍSICA: UM ESTUDO DE CASO EM MOÇAMBIQUE

O presente trabalho relata os resultados de uma pesquisa que visa avaliar a influência da valorização das concepções alternativas dos alunos nos conceitos de calor e temperatura. Para concretização deste estudo, foi feito um levantamento na literatura das concepções alternativas mais comuns dos alunos. Em seguida, produziu-se um questionário que foi validado após a sua aplicação a 25 estudantes da 9ª classe, com 7 perguntas abertas, das quais 5 foram retiradas da literatura e 2 elaboradas pelos autores. O questionário foi refeito com a reformulação de algumas questões e acréscimo de outras, tendo passado para 13 questões. O novo instrumento foi aplicado a 121 alunos de 2 turmas selecionadas aleatoriamente. As duas turmas foram submetidas a três aulas, nos quais na turma experimental valorizou-se as concepções alternativas dos alunos e na turma de controlo não se teve em consideração essas concepçõe. O resultado mostra que na turma experimental os alunos melhoraram significativamente a formulação dos conceitos científicos sobre calor e temperatura em relação à turma de controlo, tendo se concluído que a valorização destas no processo de ensino e aprendizagem é fundamental para a aprendizagem significativa, enfatizando Ausubel sobre a valorização do conhecimento prévio.

Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

Exploring student ideas about biological variation

ABSTRACTAn understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.

Common Alternative Astronomical Conceptions Encountered in Junior Secondary Science Classes: Why Is This So?

This article investigates students’ conceptions of certain astronomical phenomena. The 1,920 participants were drawn from junior secondary science classes in four Australian educational jurisdictions. Participants completed a modified version of the Astronomy Diagnostic Test to elicit information about their knowledge and understanding of certain astronomical phenomena and to identify any alternative conceptions that they held. Results showed that students exhibited many alternative conceptions about concepts that they should have covered in elementary school or in the first year of high school. Discussion centers on the extent to which school science takes account of the important construct of pedagogical content knowledge.

Exploring the relationship between secondary science teachers’ subject matter knowledge and knowledge of student conceptions while teaching evolution by natural selection

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers’ subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students’ conceptions (KOSC) can be valuable resources for helping students learn difficult science concepts such as natural selection. However, little research exists that explores the relationship between science teachers’ SMK and their KOSC on evolution by natural selection. This study explores the relationship between SMK and KOSC through the participation of four biology teachers at a single high school and thus deepens our understanding of the teacher knowledge base. Main data sources are teacher interviews in which each teacher answered SMK-type questions and predicted what their students’ most common alternative conceptions were by using the Conceptual Inventory of Natural Selection (CINS). Other data sources include student responses on the CINS and classroom observations. Findings revealed relative independence between SMK and KOSC, although there is likely a minimum threshold of SMK to recognize student alternative conceptions. However, our work also revealed ways in which teachers were not leveraging their KOSC and suggest potential avenues for future inquiry. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 219–246, 2017

"Trees Live on Soil and Sunshine!"--Coexistence of Scientific and Alternative Conception of Tree Assimilation.

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.

A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey

This research is aimed at exploring 16- to 19-year-old students’ understanding of fundamental genetics concepts, which has considerable importance for developing conceptual understanding of genetics related phenomena. A cross-national descriptive research method was used to explore English and Turkish students’ understandings of genetics concepts. Data were collected by a two-tier multiple choice diagnostic instrument, The Two-Tier Genetics Concept Test, which required students to justify their choice of option by giving a reason. The results indicate that there are some differences between the English students’ and Turkish students’ understanding of fundamental concepts of genetics; however, there are some notable similarities between the alternative conceptions held by students in the two samples. The common alternative conceptions seen in both of the groups indicate that understanding the concepts occurred regardless of contextual factors. Nevertheless different proportions of the common alternative conceptions and different levels of understanding suggest that conceptualisations develop under the influence of different educational contexts.

Concepciones alternativas sobre Astronomía de profesorado español en formación

ResumenEl proceso de enseñanza y aprendizaje de la Astronomía parece entrañar importantes dificultades, particularmente propiciando la generación de concepciones alternativas, como han mostrado numerosas investigaciones procedentes de diferentes contextos. El objetivo de este estudio es indagar sobre concepciones alternativas de profesorado en formación relacionadas con aspectos astronómicos, investigando si en el marco español aparecen los mismos esquemas alternativos que en otros contextos. Los resultados ponen en evidencia que el alumnado mencionado posee un gran número de concepciones alternativas sobre astronomía básica y que estas son similares a las encontradas en otros países.

CONTEXT-BASED LESSONS WITH 5E MODEL TO PROMOTE CONCEPTUAL UNDERSTANDING OF CHEMICAL REACTIONS AND ENERGY CONCEPTS

This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students’ conceptual understanding regarding these concepts regardless of gender difference. Key words: chemical reactions and energy, conceptual understanding, context-based lessons, gender, 5E model.

Development of a Learning Progression for the Formation of the Solar System

This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N = 44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N = 24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction.

Experienced geography teachers’ PCK of students’ ideas and beliefs about learning and teaching

This paper reports the findings of a study designed to assess 16 experienced geography teachers’ epistemological beliefs about learning and teaching and their awareness of common alternative conceptions held by students. The investigation forms part of a larger study exploring the ways in which experienced geography teachers use their knowledge of students’ ideas to inform instruction. The results suggest that teachers’ knowledge of students’ ideas and epistemological beliefs about learning and teaching are both complex and varied. Teachers with an understanding of the constructed and robust nature of students’ ideas, however, are more likely to hold a nuanced, detailed and accurate knowledge of students’ common alternative conceptions. The implications of these findings for professional practice are discussed together with suggestions for future research.

Using Plants to Explore the Nature & Structural Complexity of Life

Use of real specimens brings the study of biology to life. This activity brings easily acquired plant specimens into the classroom to tackle common alternative conceptions regarding life, size, complexity, the nature of science, and plants as multicellular organisms. The activity occurs after a discussion of the characteristics of life and engages students in application of course content and utilization of scientific thinking. It is appropriate for any class in which the nature of life and its structural complexities are addressed and in which teachers want to help students gain familiarity with plants as multicellular organisms.

Influence of Particle Theory Conceptions on Pre-service Science Teachers’ Understanding of Osmosis and Diffusion

This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers’ understanding of osmosis and diffusion concepts was mildly correlated with their understanding of particle theory. We also identified 18 common alternative conceptions in these topics. The findings suggest that greater time and attention needs to be invested in the teaching of particle theory for Saudi pre-service teachers to ensure their scientific understanding of diffusion and osmosis concepts, so that they can help students understand the concepts better.

Student conceptions about energy transformations: progression from general chemistry to biochemistry

Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is “energy.” Most previous work on students' conception of energy has focused on their understanding of energy in the context of physics (including the idea of “work”) and/or their understanding of energy in classical physical and inorganic chemistry contexts (particularly Gibbs Free Energy changes, the second law of thermodynamics, and equilibrium under standard conditions within a closed system). For biochemistry, students must go beyond those basic thermodynamics concepts of work, standard energy changes, and closed systems, and instead they must consider what energy flow, use, and transformation mean in living, open, and dynamic systems. In this study we explored students' concepts about free energy and flow in biological chemical reactions and metabolic pathways by surveys and in-depth interviews. We worked with students in general chemistry classes and biochemistry courses in both an Australian and a US tertiary institution. We address three primary questions (i) What are the most common alternative conceptions held by students when they explain energy-related phenomena in biochemistry?, (ii) What information do students transfer from introductory chemistry and biology when they are asked to consider energy in a biological reaction or reaction pathway?, and (iii) How do students at varying levels of competence articulate their understandings of energy in pathways and biological reactions? The answers to these questions are used to build a preliminary learning progression for understanding “energy” in biochemistry. We also propose crucial elements of content knowledge that instructors could apply to help students better grasp this threshold concept in biochemistry.

Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves

An understanding of mechanical waves is a pre‐requisite for the study of many topics in advanced physics, and indeed in many other disciplines. There have been many research studies in mechanical waves, all of which have revealed that students have trouble with the basic concepts. Therefore, in order for teachers to prepare appropriate instruction for their classes, it is useful to diagnose their students' conceptions—if possible before they enter class. It is for this purpose that many diagnostic instruments have been developed, often in the form of multiple‐choice tests. In this study, we have used the open‐ended Wave Diagnostic Test to develop a multiple‐choice conceptual survey in an evolutionary manner. The two‐year development procedure included open‐ended surveys and interviews involving 299 Thai students and 88 Australian students. The final version, called the Mechanical Waves Conceptual Survey, has been administered to 632 Australian students from high school to second‐year university and 270 Thai high school students. Standard statistical analyses show that the survey is reliable and valid. Further validity checks, including consultation with experts, were also carried out. The survey has four subtopics—propagation, superposition, reflection, and standing waves—and the teachers can choose the subtopics relevant for their students. In this paper we also demonstrate the use of a typical survey question to test students' conceptual understanding and identify common alternative conceptions.

Exploring chemistry teacher candidates’ profile characteristics, teaching attitudes and beliefs, and chemistry conceptions

The curricula of teacher education need periodic revisions to respond to the evolution of educational objectives. Teachers’ beliefs, as well as their characteristics, teaching attitudes and competency in their subject matter play a decisive role in the success of any reform. In this study, a cross-sectional survey was conducted across years 1-5 of a teacher training program at a university in a metropolitan area in Turkey, seeking to outline prospective chemistry teachers’ profile and understand their teaching beliefs and attitudes toward teaching as a profession. As a second facet, an investigation of prospective teachers’ understanding of fundamental chemistry concepts was conducted, including the concepts of element, compound, the particulate nature of matter and chemical bonding. One hundred and forty chemistry teacher candidates (more women than men) responded to the beliefs and attitudes surveys. Chemistry concept probes were answered by group combinations of first, fourth and fifth year students. The results highlight positive attitudes and intentions of the participants about having teaching as a profession. Final year students appear to hold less traditional teaching beliefs than their year 3 and 4 peers, most likely because of their participation in courses on chemistry methods. Insufficient levels of understanding of fundamental chemistry concepts and common alternative conceptions were uncovered. Suggestions are made in regards to restructuring teacher preparation curricula and courses to allow for confrontation of beliefs and to be more conceptually challenging as well as practice based.

Conceptual change through vicarious learning in an authentic physics setting

Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.

A Study of Aboriginal and Urban Junior High School Students’ Alternative Conceptions on the Definition of Respiration

The purpose of this study was two‐fold: one aim was to investigate alternative conceptions of the definition of respiration held by aboriginal and urban junior high students in the Pingtung district, and the other was to determine possible causes for the formation of these alternative conceptions. To achieve this, a two‐tier instrument concerning respiration was administered to 316 aboriginal and 399 urban seventh‐grade to ninth‐grade students who had previously received instruction in respiration. The seventh‐grade and eighth‐grade students who held alternative conceptions of specific categories were selected for interviews. A total of 70 aboriginal and urban students, respectively, were interviewed for the exploration of the sources of alternative conceptions. Results showed that both the aboriginal and urban students held common alternative conceptions. Especially, students in both groups have difficulty in grasping respiration as a chemical process rather than a physical one involving gases going into or out of organisms. In addition, the sources of students’ significant alternative conceptions not only are diverse but may be interrelated. Furthermore, due to different living environments, the sources of these alternative conceptions for the two groups are somewhat different. Aboriginal students tend to learn knowledge in connection with natural phenomena or from their own experiences. However, urban students tend to learn knowledge in connection with common modern equipment and everyday appliances. In addition, the urban students were more impressed by the experiments as well as by advertisements, and were more familiar with social events. Finally, the implication for science teaching is also discussed.