Conceptual change, history, and science stories

Abstract

Science teachers wishing to implement educational research findings in their classrooms find themselves at a loss to choose between instructional prescriptions stemming from Piaget's theory of cognitive development and those stemming from alternative conceptual frameworks (ACF) theory. Piagetian theory attributes student comprehension difficulty in science to undeveloped cognitive structures and prescribes experiences aimed at causing disequilibration which in turn leads to accommodation and assimilation. ACF theorists argue that conceptualizations derived from everyday experience often impede science learning and that learners must be led to confront their misconceptions and reconstruct their knowledge. We claim that contextual teaching using large context problems or “science stories” addresses both the ACF and the Piagetian points of view. We first discuss contextual teaching using large context problems, then provide guidelines for large context problems and the writing of science stories. Finally, we outline a teaching program involving the design of historically based science contexts and stories for use in science classrooms.