Abstract:

Research on student alternate ideas/conceptions i.e. those that do not conform to the understanding of the scientific community has been ongoing throughout the last 50 years [1],[2]. Alternate conceptions in science tend to relate to the general nature of the physical sciences in that many of the phenomena students must understand exist at a microscopic level and their explanations involve symbolic representations of abstract ideas. When one explores the related literature it is evident that there are many alternate conceptions which consistently challenge students. Given that many of these have been identified in the literature, one could ask why do they still exist?

Research regarding conceptual change has shown that students alternate ideas can be very difficult to change and that simply telling learners about misconceptions is not enough to bring about desired understanding. There are difference perspectives regarding conceptual change, some argue that alternate conceptions can be brought about by changing ‘categorisations’ of science concepts [3] while others propose that conceptual change requires restructuring what is already known [4]. While there are different perspectives about how conceptual change is realised there are some commonalities in the different theories. In general terms, these could be described as creating cognitive dissonance, showing a correct understanding and reinforcing the correct understanding.

While this approach is very helpful in supporting educators to design learning scenarios, it does somewhat assume an understanding of what causes the alternate conception in the first place. However, while we might be aware of specific alternate conceptions we do not always know how they originated and what underlying thinking has led to their existence. Without this understanding, it can be difficult to design effective learning experiences that can successfully bring about change.

In this paper will present an approach to addressing first year undergraduate students alternative conceptions in chemistry. Our design is underpinned by a theoretical framework built upon constructivist argumentation. This approach has been selected as it felt it allows for identification and challenging of students alternative conceptions. We will describe our workshop design and learning scenarios which involve visualisations and practical experiments which require students to evaluate their existing ideas and consider how these may need to be restructured based on workshop tasks.

References:
[1] R. Driver & J. Easley, Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84, 1978.
[2] J.K. Gilbert, The study of student misunderstandings in the physical sciences. Research in Science Education, 7. 165-171, 1977.
[3] M.T.H. Chi, J.D. Slotta, N de Leeuw, From things to processes: a theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27–43. 1994.
[4] R. Duit, Conceptual Change Approaches in Science Education. Paper presented at the Symposium on conceptual change, Friedrich-Schiller University, Jena, Germany, 1995.

Keywords:

Alternate conceptions, transition, undergraduate science, visualisation, constructivism, argumentation.