How Can Conceptual Change Contribute to Theory and Practice in Science Education?

2011 ◽  
pp. 107-118 ◽  
Author(s):  
Reinders Duit ◽  
David F. Treagust
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Theory And Practice

Voices Inside Schools - Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom

2000 ◽  
Vol 70 (3) ◽  
pp. 370-405 ◽  
Author(s):  
Zachary Dean Sconiers ◽  
Jerry Lee Rosiek
Keyword(s):  
Science Education ◽  
Educational Equity ◽  
Narrative Structure ◽  
School Science ◽  
Theory And Practice ◽  
Full Detail ◽  
Sonata Form ◽  
Equity Issues ◽  
University Researcher

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."

Science education, conceptual change and breaking with everyday experience

1990 ◽  
Vol 10 (1) ◽  
pp. 19-35 ◽  
Author(s):  
James W. Garrison ◽  
Michael L. Bentley
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Everyday Experience

scholarly journals A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

2012 ◽  
Vol 47 (1) ◽  
pp. 109-129 ◽  
Author(s):  
George Zhou
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Classroom Discourse ◽  
Cultural Analysis ◽  
Basic Knowledge ◽  
Cultural Perspective ◽  
Cultural Approach ◽  
Intuitive Conceptions ◽  
Approach To Teaching ◽  
Scientific Attitudes

The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.

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