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Exploring conceptual integration in student thinking: evidence from a case study

[Zeitschriftenartikel]

Taber, Keith Stephen

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132511

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Abstract Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
Klassifikation Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft; Erhebungstechniken und Analysetechniken der Sozialwissenschaften
Freie Schlagwörter eliciting student thinking; conceptual understanding; conceptual integration; coherence of scientific knowledge; qualitative research; chemistry education; physics education; misconception
Sprache Dokument Englisch
Publikationsjahr 2008
Seitenangabe S. 1915-1943
Zeitschriftentitel International Journal of Science Education, 30 (2008) 14
DOI http://dx.doi.org/10.1080/09500690701589404
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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