Skip to main content

Advertisement

SpringerLink
PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE
Download PDF
Download PDF
  • Open Access
  • Published: 07 March 2014

PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE

  • Patrice Potvin1,
  • Steve Masson1,
  • Stéphanie Lafortune1 &
  • …
  • Guillaume Cyr1 

International Journal of Science and Mathematics Education volume 13, pages 21–43 (2015)Cite this article

  • 2500 Accesses

  • 47 Citations

  • 11 Altmetric

  • Metrics details

Abstract

Recent research efforts have argued for the persistence of some of students’ frequent scientific misconceptions, even after correct answers are produced. Some of these studies, based on the analysis of reaction times, have recorded latencies for counter-intuitive or incongruent stimuli compared to intuitive or congruent ones. The proposed interpretations were that prior knowledge survives learning and still coexists with new closer-to-scientific knowledge, producing conflicts that delay correct answers. But these conclusions are based on the assumption that stimuli from different conditions only differ in the presence/absence of interfering misconceptions, which is sometimes, in our opinion, a rather fragile claim. Thus, we have designed a task in which it is possible to test different levels of interference and not only its effects in contrast to another condition. Then, we have used it to see if different intensities of interference produce different levels of conflict. The task tested the persistence of the misconception that “heavy objects sink more than lighter ones”. One hundred twenty-eight 14- to 15-year-olds were asked to tell which of the 2 balls presented (3 different materials and 3 different sizes) would “sink more” than the other. Analysis verified the presence of latencies and negative priming. For the most part, results show that the intensity of interference does produce corresponding latencies, which suggests greater conflict and therefore supports the hypothesis of persistence and coexistence of conceptions, even after correct answers are produced, and beyond other plausible effects due to the used stimuli. Prescriptions for theory and teaching are proposed.

Download to read the full article text

Working on a manuscript?

Avoid the most common mistakes and prepare your manuscript for journal editors.

Learn more

References

  • Aoki, T., Francis, P. R. & Kinoshita, H. (2003). Differences in the abilities of individual fingers during the performance of fast, repetitive tapping movements. Experimental Brain Research, 152(2), 270–280.

    Article  Google Scholar 

  • Babai, R. & Amsterdamer, A. (2008). The persistance of solid and liquid naive conceptions: A reaction time study. Journal of Science Education and Technology, 17, 553–559.

    Article  Google Scholar 

  • Babai, R., Eidelman, R. & Stavy, R. (2012). Preactivation of inhibitory control mechanisms hinders intuitive reasoning. International Journal of Science and Mathematics Education, 10, 763–775.

    Article  Google Scholar 

  • Babai, R., Sekal, R. & Stavy, R. (2010). Persistance of the intuitive conception of living things in adolescence. Journal of Science Education and Technology, 19, 20–26.

    Article  Google Scholar 

  • Borst, G., Poirel, N., Pineau, A. & Cassoti, M. (2012). Inhibitory control in number-conservation and class-inclusion tasks: A neo-Piagetian inter-task priming study. Cognitive Development, 27(3), 283–298.

    Article  Google Scholar 

  • Chi, M. (1992). Conceptual change in and across ontological categories: Examples for learning and discovery in science. In R. N. Giere (Ed.), Cognitive models of science (pp. 129–160). Minneapolis, MN: University of Minneapolis Press.

    Google Scholar 

  • DiSessa, A. A. (2006). A history of conceptual change research. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 167–281). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Duit, R. & Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.

    Article  Google Scholar 

  • Duit, R., Treagust, D., (2012). Conceptual change: Still a powerful framework for improving science teaching and learning. In K. Shwee, D. Tan and M. Kim (Eds.), Issues and challenges in science education research (pp. 43–55). Berlin, Germany: Springer.

  • Dunbar, K., Fugelsang, J. & Stein, C. (2007). Do naive theories ever go away? Using brain and behavior to understand changes in concept. In M. C. Lovett & P. Shah (Eds.), Thinking with data: 33rd Carnegie symposium on cognition (pp. 193–206). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Egner, T. & Hirsch, J. (2005). Where memory meets attention: Neural substrates of negative priming. Journal of Cognitive Neuroscience, 17(11), 1774–1784.

    Article  Google Scholar 

  • Evans, S. B. T. (2003). In two minds: Dual-process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454–459.

    Article  Google Scholar 

  • Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383–396.

    Article  Google Scholar 

  • Hewson, M. (2006). The acquisition of scientific knowledge: Analysis and representation of student conceptions concerning density. Science Education, 70(2), 159–170.

    Article  Google Scholar 

  • Houdé, O. (2000). Inhibition and cognitive development: Object, number, categorization and reasoning. Cognitive Development, 15, 63–73.

    Article  Google Scholar 

  • Houdé, O. & Guichart, E. (2001). Negative priming effect after inhibition of number/length interference in a Piaget-like task. Developmental Science, 4, 71–74.

    Article  Google Scholar 

  • Houdé, O., Pineau, A., Leroux, G., Poirel, N., Perchey, G., Lanoë, C., et al (2011). Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology, 110, 332–334.

    Article  Google Scholar 

  • Houdé, O., Zago, L., Mellet, E., Moutier, S., Pineau, A., Mazoyer, B., et al (2000). Shifting from the perceptual brain to the logical brain: The neural impact of cognitive inhibition training. Journal of Cognitive Neuroscience, 12(5), 721–728.

    Article  Google Scholar 

  • Hsin, C.-T. & Wu, H.-K. (2011). Using scaffolding strategies to promote young children’s scientific understandings of floating and sinking. Journal of Science Education and Technology, 20(5), 656–666.

    Article  Google Scholar 

  • Jensen, M. & Finley, F. (1995). Teaching evolution using historical arguments in a conceptual change strategy. Science Education, 79(2), 147–166.

    Article  Google Scholar 

  • Kelemen, D. & Rosset, E. (2009). The human function compunction: Teleological explanation in adults. Cognition, 111(1), 138–143.

    Article  Google Scholar 

  • Kelemen, D., Rottman, J. & Seston, R. (2012). Professional physical scientists display tenacious teleological tendencies: Purpose-based reasoning as a cognitive default. Journal of Experimental Psychology 142(4), 1074–1083.

    Google Scholar 

  • Lafortune, S., Masson, S. & Potvin, P. (2012a). Does inhibition have a key role to play in overcoming intuitive interferences in science? Paper presented at the Neuroscience and education: 2012 meeting of the EARLI SIG 22.

  • Lafortune, S., Masson, S. & Potvin, P. (2012b). Étude du développement cérébral de la capacité à surmonter des interférences intuitives en sciences. Paper presented at the XVIIe Congrès de l'Association Mondiale des Sciences de l'Éducation (AMSE-AMCE-WAER)- Recherche en éducation et en formation: Enjeux et défis d'aujourd'hui.

  • Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357–380.

    Article  Google Scholar 

  • Lubin, A., Lanoë, C., Pineau, A. & Rossi, S. (2012). Apprendre à inhiber: Une pédagogie innovante au service des apprentissages scolaires fondamentaux (mathématiques et orthographe) chez des élèves de 6 à 11 ans. Neuroeducation, 1(1), 55–84.

    Google Scholar 

  • Masson, S., Potvin, P., Riopel, M. & Brault-Foisy, L.-M. (2014). Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity. Mind, Brain, and Education, 8(1), 44–55.

    Google Scholar 

  • Nersessian, N. J. (1998). Model-based reasoning in conceptual change. In L. Magnini, N. J. Nersessian & P. Thagard (Eds.), Model-based reasoning in scientific discovery. New York: Kluwer Academic.

    Google Scholar 

  • Ohlsson, S. (2009). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44(1), 20–40.

    Article  Google Scholar 

  • Piaget, J. & Cook, M. (1952). The origins of intelligence in children. New York: W.W. Norton and Co.

    Book  Google Scholar 

  • Potvin, P. (2011). Manuel d'enseignement des sciences et de la technologie: Pour intéresser les élèves du secondaire. Québec: Multimondes.

  • Potvin, P. (2013). Proposition for improving the classical models of conceptual change based on neuroeducational evidence: Conceptual prevalence. Neuroeducation, 1(2), 16–43.

    Google Scholar 

  • Potvin, P., Turmel, É. & Masson, S. (2014). Linking neuroscientific research on decision making to the educational context of novice students assigned to a multiple-choice scientific task involving common misconceptions about electrical circuits. Frontiers in Human Neuroscience, 8(14).

  • Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.

    Article  Google Scholar 

  • Rossi, S., Lubin, A., Lanoë, C. & Pineau, A. (2012). Une pédagogie du contrôle cognitif pour l’amélioration de l’attention à la consigne chez l’enfant de 4–5 ans. Neuroeducation, 1(1), 29–54.

    Google Scholar 

  • Rowell, J. A. & Dawson, C. J. (1977). Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice. Science Education, 61(2), 243–251.

    Article  Google Scholar 

  • Schroeder, et al (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460.

    Article  Google Scholar 

  • Shtulman, A. & Valcarel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209–215.

    Article  Google Scholar 

  • Smith, C., Carey, S. & Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight, and density. Cognition, 21(3), 177–237.

    Article  Google Scholar 

  • Smith, C., Carey, S. & Wiser, M. (1992). Using conceptual models to facilitate conceptual change: The case of weight–density differentiation. Cognition and Instruction, 9(3), 221–283.

    Article  Google Scholar 

  • Smith, C., Carey, S. & Wiser, M. (1997). Teaching for understanding: A study of students’ preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15(3), 317–393.

    Article  Google Scholar 

  • Solomon, J. (1984). Prompts, cues and discrimination: The utilization of two separate knowledge systems. European Journal of Science Education, 6(1), 63–82.

    Google Scholar 

  • Spada, H. (1994). Conceptual change or multiple representations? Learning and Instruction, 4, 113–116.

    Article  Google Scholar 

  • Stavy, R. & Tirosh, D. (2000). How students (mis-)understand science and mathematics. New York: Teachers College Press.

    Google Scholar 

  • Thouin, M. (2001). Notions de culture scientifique et technologique. Concepts de base, percées historiques et conceptions fréquentes. Sainte-Foy, QC: Multimondes.

    Google Scholar 

  • Tipper, S. P. (1985). The negative priming effect: Inhibitory priming by ignored objects. The Quarterly Journal of Experimental Psychology, 37(4), 571–590.

    Article  Google Scholar 

  • Tipper, S. P. (2001). Does negative priming reflect inhibitory mechanisms? A review and integration of conflicting views. The Quarterly Journal of Experimental Psychology, 54A(2), 321–343.

    Article  Google Scholar 

  • Villani, A. (1992). Conceptual change in science and science education. Science Education, 76(2), 223–237.

    Article  Google Scholar 

  • Yeend, R., Loverude, M. E. & Gonzales, B. (2001). Student understanding of density: A cross-age investigation. Paper presented at the Physics Education Research Conference 2001.

Download references

Author information

Authors and Affiliations

  1. Équipe de recherche en éducation scientifique et technologique, Département de didactique, Université du Québec à Montréal, UQAM, Succursale Centre-Ville, Montréal, QC, Canada, H3C 3P8

    Patrice Potvin, Steve Masson, Stéphanie Lafortune & Guillaume Cyr

Authors
  1. Patrice Potvin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Steve Masson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Stéphanie Lafortune
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Guillaume Cyr
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Patrice Potvin.

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.

Reprints and Permissions

About this article

Cite this article

Potvin, P., Masson, S., Lafortune, S. et al. PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE. Int J of Sci and Math Educ 13, 21–43 (2015). https://doi.org/10.1007/s10763-014-9520-6

Download citation

  • Received: 05 April 2013

  • Accepted: 30 January 2014

  • Published: 07 March 2014

  • Issue Date: February 2015

  • DOI: https://doi.org/10.1007/s10763-014-9520-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Key words

  • buoyancy (sink/float)
  • conceptual change
  • misconception
  • negative priming
  • persistence
  • reaction time
  • science education
Download PDF

Working on a manuscript?

Avoid the most common mistakes and prepare your manuscript for journal editors.

Learn more

Advertisement

Over 10 million scientific documents at your fingertips

Switch Edition
  • Academic Edition
  • Corporate Edition
  • Home
  • Impressum
  • Legal information
  • Privacy statement
  • California Privacy Statement
  • How we use cookies
  • Manage cookies/Do not sell my data
  • Accessibility
  • FAQ
  • Contact us
  • Affiliate program

Not affiliated

Springer Nature

© 2023 Springer Nature Switzerland AG. Part of Springer Nature.