Abstract
Chapter 2 outlined some of the complexities of the conceptual change process and illustrated difficulties experienced by primary teachers in developing qualitative understanding in the domain of force and motion. We demonstrated that by adopting a metacognitive approach to learning, learners become aware of how their thinking is shaped and moulded as they interact within the social learning context. In this process, important pedagogical insight is generated to inform future practice. It affords the opportunity not only to explore the embryonic emergence of pedagogical knowledge in teacher education but also to engage with individuals’ epistemological beliefs about the teaching and learning of science that have been shown to be powerful influences in shaping classroom approaches (Lunn 2002).
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Ames, C. (1992). Classrooms: Goals, structures and student motivation in the middle grades. Journal of Educational Psychology, 84, 261-271.
Baddock, M., & Bucat, R. (2007). Effectiveness of a classroom chemistry demonstration using the cognitive conflict strategy. International Journal of Science Education, iFirst, online/ 08/000001-14. Retrieved March 2008.
Beeth, M. E., & Hewson, P. W. (1999). Learning goals in an exemplary science teacher’s practice: Cognitive and social factors in teaching for conceptual change. Science Education, 83, 738-760.
Botvin, G. J., & Murray, F. B. (1975). The efficacy of peer modeling and social conflict in the acquisition of conservation. Child Development, 46(3), 796-799.
BouJaoude, S. B. (1992). The relationship between students’ learning strategies and the change in their misunderstandings during a high school chemistry course. Research in Science Teaching, 29(7), 689-699.
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conceptual change. Cognition and Instruction, 15, 1-40.
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Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1-49.
Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35, 623-654.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
Deemer, S. A. (2004). Using achievement goal theory to translate psychological principles into practice in the secondary classroom. American Secondary Education, 32(3), 4-16.
Dekkers, P. J. J. M., & Thijs, G. D. (1998). Making productive use of students’ initial conceptions in developing the concept of force. Science Education, 82, 31-51.
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Gilbert, J. K., Boulter, C., & Rutherford, M. (1988). Models in explanations: I Horses for courses? International Journal of Science Education, 20, 83-97.
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Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8, 229-249.
Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Jensen, M. S., & Finley, F. N. (1995). Teaching evolution using historical arguments in a conceptual change strategy. Science Education, 79(2), 147-166.
Johnstone, A. H. (1997). Chemistry teaching - science or alchemy? Journal of Chemical Education, 74, 262-268.
Kang, S., Scarmann, L. C., & Noh, T. (2005). Re examining the role of cognitive conflict in science concept learning. Research in Science Education, 34(1), 71-96.
Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68, 23-42.
Langley, D., Ronen, M., & Elyon, B. (1997). Light propagation and visual patterns: Pre instruction learners’ conceptions. Journal of Research in Science Teaching, 34, 399-424.
Lunn, S. (2002a). ‘What We Think We Can Safely Say…’: primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-672.
Lee, G., Kwon, J., Park, S., Kim, J., Kwon, H., & Park, H. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science class. Journal of Research in Science Teaching, 40(6), 585-603.
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Limón, M., & Carretero, M. (1997). Conceptual change and anomalous data: A case study in the domain of natural sciences. Educational Journal of Psychology of Education, 12(2), 213-230.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
Lunn, S. (2002b). ‘What We Think We Can Safely Say…’: primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-672.
McMillan, J. H., & Schumacher, S. (2001). Research in education. New York: Addison Wesley Longman.
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Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic - constructivist perspective. Journal of Research in Science Teaching, 32, 959-970.
Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853-1881.
Park, D. (1997). The fire within the eye. An historical essay on the nature and meaning of light. Princeton, NJ: Princeton University Press.
Park, J. (2006). Modelling analysis of students’ processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469-489.
Park, J., Ikgyun, K., Myunghwan, K., & Lee, M. (2001). Analysis of students’ processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219-1236.
Park, J., & Pak, S. (1997). Students’ responses to experimental evidence based on perceptions of causality and availability of evidence. Journal of Research in Science Teaching, 34(1), 57-67.
Parker, J. (2006). Exploring the impact of varying degrees of cognitive conflict in the generation of both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Eduaction, 28(13), 1545-1577.
Piaget, J. (1985). The equilibrium of cognitive structures. Chicago, IL: University of Chicago Press.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982a). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982b). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66, 211-227.
Rice, K., & Feher, E. (1987). Pinholes and images: Children’s conceptions of light and vision. Science Education, 7, 629-639.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Shepardson, D. P., & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders’ frameworks for understanding electric circuits. International Journal of Science Education, 21(1), 77-94.
Stavy, R., & Berkowitz, B. (1980). Cognitive conflicts as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64, 679-692.
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4, 231-240.
Strike, K. A., & Posner, J. G. (1985). A conceptual change view of learning and understanding. In L. West & R. Hamilton (Eds.), Cognitive structure and conceptual change (pp. 211-232). London: Academic.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147-176). Albany, NY: State University of New York Press.
Tao, P., & Gunstone, R. F. (2000). The process of conceptual change in force and motion during computer supported physics instruction. Journal of Research in Science and Technology, 36(7), 859-882.
Thorley, N. R., & Treagust, D. F. (1989). Conflict within dyadic interactions as a stimulant for conceptual change in Physics. International Journal of Science Education, 9(2), 203-216.
Trumper, R. (1997). Applying conceptual conflict strategies in the learning of the energy concept. Research in Science and Technology Education, 15, 5-18.
Vosnaidou, S., Ionnides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5), 381-419.
Wiser, M., & Amin, T. G. (2001). ‘Is heat hot?’ Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331-355.
Woodruff, E., & Meyer, K. (1997). Explanations from intra- and inter-group discourse: Students building knowledge in the science classroom. Research in Science Education, 27, 25-39.
Xiang, P., McBride, R., & Solomon, M. A. (2003). Motivational climates in ten teachers’ elementary physical education classes: An achievement goal theory approach. The Elementary School Journal, 104, 71-92.
Zimmerman, B. J., & Blom, D. E. (1983). Toward an empirical test of the role cognitive conflict in learning. Developmental Review, 3, 18-38.
Zohar, A., & Aharon-Kravetsky, S. (2005). Explaining the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of Research in Science Teaching, 42(7), 829-855.
Ames, C. (1992). Classrooms: Goals, structures and student motivation in the middle grades. Journal of Educational Psychology, 84, 261-271.
Baddock, M., & Bucat, R. (2007). Effectiveness of a classroom chemistry demonstration using the cognitive conflict strategy. International Journal of Science Education, iFirst, online/ 08/000001-14. Retrieved March 2008.
Beeth, M. E., & Hewson, P. W. (1999). Learning goals in an exemplary science teacher’s practice: Cognitive and social factors in teaching for conceptual change. Science Education, 83, 738-760.
Botvin, G. J., & Murray, F. B. (1975). The efficacy of peer modeling and social conflict in the acquisition of conservation. Child Development, 46(3), 796-799.
BouJaoude, S. B. (1992). The relationship between students’ learning strategies and the change in their misunderstandings during a high school chemistry course. Research in Science Teaching, 29(7), 689-699.
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conceptual change. Cognition and Instruction, 15, 1-40.
Chi, M. T. H. (1992). Conceptual change in and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science (pp. 129-160). Minneapolis, MN: University of Minnesota Press.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1-49.
Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35, 623-654.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
Deemer, S. A. (2004). Using achievement goal theory to translate psychological principles into practice in the secondary classroom. American Secondary Education, 32(3), 4-16.
Dekkers, P. J. J. M., & Thijs, G. D. (1998). Making productive use of students’ initial conceptions in developing the concept of force. Science Education, 82, 31-51.
Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the ‘cognitive conflict’ strategy for conceptual change: Some implications, difficulties and problems. Science Education, 74, 555-569.
Driver, R. (1989a). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481-490.
Driver, R. (1989b). Changing conceptions. In P. Adey (Ed.), Adolescent development and school practice (pp. 79-103). London: Falmer.
Duit, R. (2008). Bibliography STCSE: Students’ and teachers’ conceptions and science education. Kiel, Germany: IPN-Leibniz Institute for Science Education. Retrieved June 2008, from www.ipn.uni-kiel.de/aktuell/stcse/stcse.html.
Dykstra, D. I. (1992). Studying conceptual change: Constructing new understandings. In: Research in physics learning: Theoretical issues and empirical studies. Proceedings of an international workshop held at the University of Bremen, March 4-8 (1991). Keil: Institut für die Padagogik der Naturwissenschaften an der Universitat.
Elizabeth, L. L., & Galloway, D. (1996). Conceptual links between cognitive acceleration through science education and motivational style: A critique of Adey and Shayer. International Journal of Science Education, 18, 35-49.
Feher, E., & Rice, K. (1988). Shadows and anti-images: Children’s conceptions of light and vision. II. Science Education, 72(5), 637-649.
Fensham, P. J., Gunstone, R. F., & White, R. T. (1994). Science content and constructivist views of learning and teaching. In P. J. Fensham & R. T. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 1-8). London: Falmer.
Galili, I. (1996). Students’ conceptual change in geometrical optics. International Journal of Science Education, 18, 847-868.
Galili, I., & Hazon, A. (2000). Learners’ knowledge in optics: Interpretation, structure and analysis. International Journal of Science Education, 22(1), 57-88.
Gilbert, J. K., Boulter, C., & Rutherford, M. (1988). Models in explanations: I Horses for courses? International Journal of Science Education, 20, 83-97.
Gorsky, P., & Finegold, M. (1994). The role of anomaly and of cognitive dissonance in restructuring students’ concepts of force. Instructional Science, 22, 75-90.
Guesne, E. (1985). Light. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children’s ideas in science (pp. 10-32). Milton Keynes: Open University Press.
Gunstone, R. F. (1991). Reconstructing theory from practical experience. In B. E. Woolnough (Ed.), Practical science (pp. 66-77). Milton Keynes: Open University Press.
Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8, 229-249.
Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Jensen, M. S., & Finley, F. N. (1995). Teaching evolution using historical arguments in a conceptual change strategy. Science Education, 79(2), 147-166.
Johnstone, A. H. (1997). Chemistry teaching - science or alchemy? Journal of Chemical Education, 74, 262-268.
Kang, S., Scarmann, L. C., & Noh, T. (2005). Re examining the role of cognitive conflict in science concept learning. Research in Science Education, 34(1), 71-96.
Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68, 23-42.
Langley, D., Ronen, M., & Elyon, B. (1997). Light propagation and visual patterns: Pre instruction learners’ conceptions. Journal of Research in Science Teaching, 34, 399-424.
Lee, G., Kwon, J., Park, S., Kim, J., Kwon, H., & Park, H. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science class. Journal of Research in Science Teaching, 40(6), 585-603.
Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357-380.
Limón, M., & Carretero, M. (1997). Conceptual change and anomalous data: A case study in the domain of natural sciences. Educational Journal of Psychology of Education, 12(2), 213-230.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
Lunn, S. (2002). ‘What We Think We Can Safely Say…’: primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-672.
Mason, L. (2000). Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics. European Journal of Psychology of Education, 15(2), 329-346.
McMillan, J. H., & Schumacher, S. (2001). Research in education. New York: Addison Wesley Longman.
Movshovitz-Hadar, N., & Hadass, R. (1990). Preservice education of math teachers using paradoxes. Educational Studies in Mathematics, 21, 265-287.
Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic - constructivist perspective. Journal of Research in Science Teaching, 32, 959-970.
Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853-1881.
Park, D. (1997). The fire within the eye. An historical essay on the nature and meaning of light. Princeton, NJ: Princeton University Press.
Park, J. (2006). Modelling analysis of students’ processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469-489.
Park, J., Ikgyun, K., Myunghwan, K., & Lee, M. (2001). Analysis of students’ processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219-1236.
Park, J., & Pak, S. (1997). Students’ responses to experimental evidence based on perceptions of causality and availability of evidence. Journal of Research in Science Teaching, 34(1), 57-67.
Parker, J. (2006). Exploring the impact of varying degrees of cognitive conflict in the generation of both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Eduaction, 28(13), 1545-1577.
Piaget, J. (1985). The equilibrium of cognitive structures. Chicago, IL: University of Chicago Press.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982a). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Rice, K., & Feher, E. (1987). Pinholes and images: Children’s conceptions of light and vision. Science Education, 7, 629-639.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Shepardson, D. P., & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders’ frameworks for understanding electric circuits. International Journal of Science Education, 21(1), 77-94.
Stavy, R., & Berkowitz, B. (1980). Cognitive conflicts as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64, 679-692.
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4, 231-240.
Strike, K. A., & Posner, J. G. (1985). A conceptual change view of learning and understanding. In L. West & R. Hamilton (Eds.), Cognitive structure and conceptual change (pp. 211-232). London: Academic.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147-176). Albany, NY: State University of New York Press.
Tao, P., & Gunstone, R. F. (2000). The process of conceptual change in force and motion during computer supported physics instruction. Journal of Research in Science and Technology, 36(7), 859-882.
Thorley, N. R., & Treagust, D. F. (1989). Conflict within dyadic interactions as a stimulant for conceptual change in Physics. International Journal of Science Education, 9(2), 203-216.
Trumper, R. (1997). Applying conceptual conflict strategies in the learning of the energy concept. Research in Science and Technology Education, 15, 5-18.
Vosnaidou, S., Ionnides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5), 381-419.
Wiser, M., & Amin, T. G. (2001). ‘Is heat hot?’ Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331-355.
Woodruff, E., & Meyer, K. (1997). Explanations from intra- and inter-group discourse: Students building knowledge in the science classroom. Research in Science Education, 27, 25-39.
Xiang, P., McBride, R., & Solomon, M. A. (2003). Motivational climates in ten teachers’ elementary physical education classes: An achievement goal theory approach. The Elementary School Journal, 104, 71-92.
Zimmerman, B. J., & Blom, D. E. (1983). Toward an empirical test of the role cognitive conflict in learning. Developmental Review, 3, 18-38.
Zohar, A., & Aharon-Kravetsky, S. (2005). Explaining the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of Research in Science Teaching, 42(7), 829-855.
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Heywood, D., Parker, J. (2009). Cognitive Conflict and the Formation of Shadows. In: The Pedagogy of Physical Science. Contemporary Trends and Issues in Science Education, vol 38. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5271-2_4
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