Conceptual Change for Teachers and Researchers
From the substantial body of research on students’ understanding of scientific concepts (Pfundt, 1990) we now know something about the ideas that students bring to the classrooms prior to instruction and also about the ideas that students bring with themselves after instruction. Indeed sometimes the students do not change substantially from their common-sense schemes (which are then defined as “resistant to change”). Students may also use common sense schemes, the scientific ones or an hybrid of them, according to the kind and context of the questions they are beeing asked.
KeywordsConceptual Change Conceptual Scheme Newtonian Mechanic Philosophical Perspective Disciplinary Knowledge
Unable to display preview. Download preview PDF.
- Arons, A., 1990, “Achieving a wider scientific literacy”, in A Guide to introductory physics teaching, Wiley, New York, 288–312.Google Scholar
- Dupré, F., Noce, G. and Vicentini Missoni, M., 1984, “Die Gestalt der Erde und die Schwerkraft”, Physica Didactica, 11, 3–22.Google Scholar
- Hermann, F., 1993, Der Karlsruher Physikkurs, Karlsruhe UniversitatGoogle Scholar
- Pfundt, H. and Duit, R., 1991, Students ’ alternative frameworks and Science Education, A bibliography, IPN, KielGoogle Scholar
- Resnick, L. and Chi, 1988, “Cognitive psychology and Science learning”, in Science for the fun of it: A guide to informal science learning, M. Dudger (ed), Nat. Science Teacher Association, Washington DC.Google Scholar
- Vicentini, M. and Wanderlingh, F., 1994, “Generalized kinematics, reversibily and response function”, preprint.Google Scholar
- Vicentini, M., 1994, “Thinking Physics for teaching”, in Proceedings of the Summer School of Research in Science Education, Thessaloniki, to be published.Google Scholar