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Article: Cognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in science

TitleCognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in science
Authors
KeywordsConceptual change
Constructivist learning
Qualitative study
Science education
Simulation
Theory building
Issue Date2006
PublisherBlackwell Publishing Ltd.
Citation
Journal Of Computer Assisted Learning, 2006, v. 22 n. 6, p. 405-422 How to Cite?
AbstractWhile simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment World-Maker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building. © 2006 Blackwell Publishing Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/89187
ISSN
2015 Impact Factor: 1.679
2015 SCImago Journal Rankings: 2.385
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLi, SCen_HK
dc.contributor.authorLaw, Nen_HK
dc.contributor.authorLui, KFAen_HK
dc.date.accessioned2010-09-06T09:53:33Z-
dc.date.available2010-09-06T09:53:33Z-
dc.date.issued2006en_HK
dc.identifier.citationJournal Of Computer Assisted Learning, 2006, v. 22 n. 6, p. 405-422en_HK
dc.identifier.issn0266-4909en_HK
dc.identifier.urihttp://hdl.handle.net/10722/89187-
dc.description.abstractWhile simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment World-Maker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building. © 2006 Blackwell Publishing Ltd.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltd.en_HK
dc.relation.ispartofJournal of Computer Assisted Learningen_HK
dc.rightsJournal of Computer Assisted Learning. Copyright © Blackwell Publishing Ltd.en_HK
dc.subjectConceptual changeen_HK
dc.subjectConstructivist learningen_HK
dc.subjectQualitative studyen_HK
dc.subjectScience educationen_HK
dc.subjectSimulationen_HK
dc.subjectTheory buildingen_HK
dc.titleCognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in scienceen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0266-4909&volume=&spage=&epage=&date=2006&atitle=Cognitive+perturbation+through+dynamic+modelling:+a+pedagogical+approach+to+conceptual+change+in+scienceen_HK
dc.identifier.emailLaw, N: nlaw@hku.hken_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1365-2729.2006.00187.xen_HK
dc.identifier.scopuseid_2-s2.0-33750877081en_HK
dc.identifier.hkuros140128en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33750877081&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume22en_HK
dc.identifier.issue6en_HK
dc.identifier.spage405en_HK
dc.identifier.epage422en_HK
dc.identifier.isiWOS:000241892400002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLi, SC=14631904100en_HK
dc.identifier.scopusauthoridLaw, N=7005934146en_HK
dc.identifier.scopusauthoridLui, KFA=15059081100en_HK
dc.identifier.citeulike940196-

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