Abstract
The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate posttests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. 'hard core', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating 'auxiliary hypotheses' in order to resolve their contradictions; e) students' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.
Similar content being viewed by others
REFERENCES
Adey, P., & Shayer, M.: 1994, Really Raising Standards: Cognitive Intervention and Academic Achievement, Routledge, London
Bannerjee, A.C.: 1991, 'Misconceptions of Students and Teachers in Chemical Equilibrium', International Journal of Science Education 13, 487–494.
Bannerjee, A.C., & Power, C.N.: 1991, 'The Development of Modules for the Teaching of Chemical Equilibrium', International Journal of Science Education 13, 355–362.
Barker, P., & Gholson, B.: 1984, 'The History of the Psychology of Learning as a Rational Process: Lakatos versus Kuhn', in H.W. Reese (ed.), Advances in Child Development and Behavior (vol. 18), Academic Press, New York, 227–244.
Beilin, H.: 1985, 'Dispensable and Indispensable Elements in Piaget's Theory: On the Core of Piaget's Research Program', in T.S. Evans (ed.), Genetic Epistemology: Yesterday and Today, City University of New York, New York, 107–125.
Bergquist, W., & Heikkinen, H.: 1990. 'Student Ideas Regarding Chemical Equilibrium', Journal of Chemical Education 67, 1000–1003.
Brown, D.E., & Clement, J.: 1987, 'Misconceptions Concerning Newton's Law of Action and Reaction: The Underestimated Importance of the Third law', Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, NY, 39–53.
Camacho, M., & Good, R.: 1989, 'Problem Solving and Chemical Equilibrium: Successful versus Unsuccessful Performance', Journal of Research in Science Teaching 26, 251–272.
Campbell, D.T.: 1988, 'Reforms as Experiments', in E.S. Overman (ed.), Methodology and Epistemology for Social Science, University of Chicago Press, Chicago, 261–289.
Carey, S.: 1985, Conceptual Change in Childhood, MIT Press, Cambridge, MA.
Chinn, C.A., & Brewer, W.F.: 1993, 'The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction', Review of Educational Research 63, 1–49.
Cobb, P., & Steffe, L.: 1983, 'The Constructivist Researcher as Theory and Model Builder', Journal for Research in Mathematics Education 14, 83–94.
Dagher, Z.R.: 1994, 'Does the Use of Analogies Contribute to Conceptual Change?', Science Education 78, 601–614.
D'Ambrosio, B.S., & Campos, T.M.M.: 1992, 'Preservice Teachers' Representations of Children's Understanding of Mathematical Concepts: Conflicts and Conflict Resolution', Educational Studies in Mathematics 23, 213–230.
De Berg, K.C.: 1989, 'The Emergence of Quantification in the Pressure-Volume Relationship for Gases: A Textbook Analysis', Science Education 73, 115–134.
Duschl, R.A.: 1990, Restructuring Science Education: The Importance of Theories and Their Development, Teachers College Press, New York.
Duschl, R.A.: 1994, 'Research on the History and Philosophy of Science', in D.L. Gabel (ed.), Handbook of Research on Science Teaching, Macmillan Publishing Co., New York, 443–465.
Duschl, R.A., & Gitomer, D.H.: 1991, 'Epistemological Perspectives on Conceptual Change: Implications for Educational Practice', Journal of Research in Science Teaching 28, 839–858.
Duschl, R.A., & Hamilton, R.J.: 1992, 'Introduction: Viewing the Domain of Science Education', in R.A. Duschl and R.J. Hamilton (eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, State University of New York Press, Albany, NY, 1–18.
Festinger, L.: 1957, A Theory of Cognitive Dissonance, Harper, New York.
Finley, F., Allchin, D., Rhees, D., & Fifield, S.: 1995, Proceedings of the 3rd International History, Philosophy, and Science Teaching Conference (vols. 1 & 2), University of Minnesota, Minneapolis, MN.
Friman, P.C., Allen, K.D., Kerwin, M.L.E., & Larzelere, R.: 1993, 'Changes in Modern Psychology: A Citation Analysis of the Kuhnian Displacement Thesis', American Psychologist 48, 658–664.
Gilbert, J.K., & Swift, D.J.: 1985, 'Towards a Lakatosian Analysis of the Piagetian and Alternative Conceptions Research Programs', Science Education 69, 681–696.
Gussarsky, E., & Gorodersky, M.: 1988, 'On the Chemical Equilibrium Concept, Constrained Word Associations and Conception', Journal of Research in Science Teaching 25, 319–333.
Hackling, M.W., & Garnett, P.J.: 1985, 'Misconceptions of Chemical Equilibrium', European Journal of Science Education 7, 205–214.
Hameed, H., Hackling, M.W., & Garnett, P.J.: 1993, 'Facilitating Conceptual Change in Chemical Equilibrium Using a CA1 Strategy', International Journal of Science Education 15, 221–230.
Hegbert, D.E.: 1990a, 'The History and Philosophy of Science in Science Teaching', Proceedings of the 1st International Conference on the History and Philosophy of Science and Science Teaching (vol. 1), Florida State University, Tallahassee, FL.
Hegbert, D.E.: 1990b, 'More History and Philosophy of Science in Science Teaching', Proceedings of the 1st International Conference on the History and Philosophy of Science and Science Teaching (vol. 2), Florida State University, Tallahassee, FL.
Hills, S.: 1992, 'The History and Philosophy of Science in Science Education', Proceedings of the 2nd International Conference on the History and Philosophy of Science in Science Teaching (vols. 1 & 2), Queen's University, Kingston, Ontario.
Hewson, P.W., & Hewson, M.G.: 1984, 'The Role of Conceptual Conflict in Conceptual Change and the Design of Science Instruction', Instructional Science 13, 1–13.
Hoyningen-Huene, P.: 1993, Restructuring Scientific Revolutions: Thomas S. Kuhn's Philosophy of Science, University of Chicago Press, Chicago.
Johnstone, A.H., MacDonald, J.J., & Webb, G.: 1977, 'Chemical Equilibrium and its Conceptual Difficulties', Education in Chemistry 14, 169–171.
Karmiloff-Smith, A., & Inhelder, B.: 1976, 'If you want to get ahead, get a theory', Cognition 3, 195–212.
Kitchener, R.F.: 1986, Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason, Yale University Press, New Haven, CT.
Kitchener, R.F.: 1987, 'Genetic Epistemology, Equilibration and the Rationality of Scientific Change', Studies in History and Philosophy of Science 18, 339–366.
Kitchener, R.F.: 1988, Review of Piagel and Garcia's book', Zeitschrift fur allgemeine Wissenschaftstheorie 19, 157–165.
Kuhn, T.: 1962, The Structure of Scientific Revolutions, University of Chicago Press, Chicago.
Kuhn, T.: 1970, The Structure of Scientific Revolutions (2nd ed.). University of Chicago Press, Chicago.
Lakatos, I.: 1970, 'Falsification and the Methodology of Scientific Research Programmes', in I. Lakatos and A. Musgrave (eds.), Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, 91–196.
Laudan, L.: 1977, Progress and its Problems: Towards a Theory of Scientific Growth, University of California Press, Berkeley.
Lewin, K.: 1935, 'The Conflict Between Aristotelian and Galilean Modes of Thought in Contemporary Psychology', in A Dynamic Theory of Personality (Selected papers), McGraw-Hill, New York, 1–42.
Lindauer, M.W.: 1962, 'The Evolution of the Concept of Chemical Equilibrium from 1775 to 1923', Journal of Chemical Education 39, 384–390.
Linn, M.C., & Songer, N.B.: 1991, 'Teaching Thermodynamics to Middle School Students: What are Appropriate Cognitive Demands?', Journal of Research in Science Teaching 28, 885–918.
Mahan, B.: 1968, University chemistry, Fondo Educativo Interamericano (Addison-Wesley), Bogotá, Colombia.
Mahan, B., & Myers, R.J.: 1990, University Chemistry (Fourth edition, Spanish), Addison-Wesley, Wilmington, DE.
Malone, M.E.: 1993, 'Kuhn Reconstructed: Incommensurability Without Relativism', Studies in History and Philosophy of Science 24, 69–93.
Maskill, R., & Cachapuz, A.F.C.: 1989, 'Learning About the Chemistry Topic of Equilibrium: The Use of Word Association Tests to Detect Developing Conceptualizations', International Journal of Science Education 11, 57–69.
Masterton, W.L., Slowinski, E.J., & Stanitski, C.L.: 1985, Chemical Principles (5th edition, Spanish), Saunders, Philadelphia.
Matthews, M.R.: 1995, 'Two Birds with One Stone: A Comment on the Quantitative Versus Qualitative Research Method Debate in Science Education', Paper presented at a Symposium held at the 68 Annual Conference of the National Association for Research in Science Teaching (NARST), San Francisco, April.
Mischel, T.: 1971, 'Piaget: Cognitive Conflict and the Motivation of thought, in T. Mischel (ed.), Cognitive Development and Epistemology, Academic Press, New York, 311–355.
Nakhleh, M.B.: 1993, 'Are our Students Conceptual Thinkers or Algorithmic Problem Solvers?', Journal of Chemical Education, 70, 52–55.
Nakhleh, M.B., & Mitchell, R.C.: 1993, 'Concept Learning Versus Problem Solving', Journal of Chemical Education, 70, 190–192.
Niaz, M.: 1991, 'From Gaitleo to Piaget: How do we Construct Epistemological Theories?' Paper presented at the 64 Annual Conference of the National Association for Research in Science Teaching (NARST), Lake Geneva, WI, April (Eric Document 348 209).
Niaz, M.: 1993a, 'Progressive “Problemshifts” Between Different Research Programs in Science Education: A Lakatosian Perspective'. Journal of Research in Science Teaching 30, 757–765.
Niaz, M.: 1993b, 'Competing Research Programs in Science Education: A Lakatosian Interpretation', Interchange 24, 181–190.
Niaz, M.: 1993c, 'If Piaget's Epistemic Subject is Dead, Shall we Bury the Scientific Research Methodology of Idealization?' Journal of Research in Science Teaching 30, 809–812.
Niaz, M.: 1994, 'Más Allá del Positivismo: Una Interpretación Lakatosiana de la Enseñanza de las Ciencias', Enseñanza de las Ciencias 12, 97–100.
Niaz, M.: 1995a, 'Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability to Solve Chemistry Problems: A Lakatosian Interpretation', Science Education 79, 19–36.
Niaz, M.: 1995b, 'Relationship Between Student Performance on Conceptual and Computational Problems of Chemical Equilibrium', International Journal of Science Education 17, 343–355.
Niaz, M.: 1995c, 'Chemical Equilibrium and Newton's Third Law of Motion: Ontogeny/phylogeny Revisited', Interchange 26, 19–32.
Niaz, M.: 1995d, 'Cognitive Conflict as a Teaching Strategy in Solving Chemistry Problems: A Dialectic-Constructivist Perspective', Journal of Research in Science Teaching 32, 959–970.
Niaz, M.: 1996, 'The Controversy Between Qualitative and Quantitative Research in Education: A Legacy of Kuhn's Incommensurability Thesis', Perceptual and Motor Skills 82, 617–618.
Niaz, M., & Robinson, W.R.: 1993, 'Teaching Algorithmic Problem Solving or Conceptual Understanding: Role of Developmental Level, Mental Capacity, and Cognitive Style', Journal of Science Education and Technology 2, 407–416.
Nurrenbern, S.C., & Pickering, M.: 1987, 'Concept Learning Versus Problem Solving: Is There a Difference', Journal of Chemical Education 64, 508–510.
Palermo, D.S.: 1984, 'In defense of Kuhn: A Discussion of His Detractors', in H.W. Reese (ed.), Advances in Child Development and Behavior (vol. 18), Academic Press, New York, 259–272.
Piaget, J.: 1980, Adadpration and Intelligence, University of Chicago Press, Chicago.
Piaget, J., & Garcia, R.: 1989, Psychogenesis and the History of Science, Columbia University Press, New York.
Posner, G., Strike, K., Hewson, P., & Gertzog, W.: 1982, 'Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change', Science Education 66, 211–227.
Reese, H.W., & Overton, W.F.: 1972, 'On Paradigm Shifts', American Psychologist 27, 1197–1199.
Rowell, J.A., & Dawson, C.J.: 1985, 'Equilibration, Conflict and Instruction: A New Class-Oriented Perspective', European Journal of Science Education 7, 331–344.
Sawrey, B.E.: 1990, 'Concept Learning Versus Problem Solving: Revisited', Journal of Chemical Education 67, 253–254.
Segal, E.M., & Lachman, R.: 1972, 'Complex Behavior or Higher Mental Process: Is There a Paradigm Shift', American Psychologist 27, 46–55.
Siegel, H.: 1985, 'Relativism, Rationality, and Science Education', Journal of College Science Teaching 15, 102–105.
Stewart, J., Finley, F.N., & Yarroch, W.L.: 1982, 'Science Content as Important Consideration in Science Education Research', Journal of Research in Science Teaching 19, 425–432.
Strike, K.A., & Posner, G.J.: 1985, 'A Conceptual Change View of Learning and Understanding', in L.H.T. West and A.L. Pines (eds.), Cognitive Structure and Conceptual Change, Academic Press, Orlando, FL, 211–231.
Strike, K.A., & Posner, G.J.: 1992, 'A Revisionist Theory of Conceptual Change', in R.A. Duschl and R.J. Hamilton (eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory in Practice, State University of New York Press, Albany, NY, 147–176.
Van't Hoff, J.H.: 1896, Studies in Chemical Dynamics (trans. T. Evan), Chemical Publishing Co., Easton, PA.
von Glasersfeld, E.: 1989, 'Cognition, Construction of Knowledge, and Teaching', Synthese 80, 121–140.
Vygotsky, L.S.: 1978. Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
Wheeler, A.E., & Kass, H.: 1978, 'Student Misconceptions in Chemical Equilibrium, Science Education 62, 223–232.
Whitten, K.W., Gailey, K.D., & Davis, R.E.: 1992, General Chemistry (Third edition, Spanish), McGraw-Hill, New York.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Niaz, M. A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium. Science & Education 7, 107–127 (1998). https://doi.org/10.1023/A:1008671632536
Issue Date:
DOI: https://doi.org/10.1023/A:1008671632536