Affordances for design and conceptual change in a science classroom : case study of model building by grade 8 gifted students in an international school in Hong Kong

Abstract

Meaningful learning is arguably the most important goal of any educator, yet there is a persistent lag in student engagement and achievement in the middle school science classroom using American-based science standards. Although recently released new science standards attempt to address students’ conceptual understanding in science topics, the impact is still unclear. Calls have been made in literature to narrow the gap between the intellectual potential of middle school students and their abilities to transform conceptual understanding with agility and flexibility. This qualitative case study aimed to explore the convergence of two theoretical frameworks—affordances for design and conceptual change. In separate small groups, six highachieving Grade 8 students used an external digital modeling tool, Scratch, to engage with the affordances of the tool and build a systems model of a science concept. For each participating student, a rational connection was made between the affordances for design while model building and conceptual change, because building a model requires the learner to understand the underlying principles of a concept. It was hoped the process would transform the students’ previously misconceived in conflict with science knowledge into new conceptual understanding of a middle school science concept. The study’s purpose was to focus on the ways students engaged with the affordances for design when building their own model, and then how this engagement influenced the transformation of conceptual knowledge. Data was triangulated using four methods: observations, pre- and post-concept mapping, semi-structured stimulated recall sessions and artefact analysis (student-created digital systems models). Results were coded and inductive analysis was performed to identify and classify major themes and patterns of emerging affordances for design and their influence on the process of conceptual change for 8th grade students learning about a science concept. Results indicated that learners did not develop criteria for how to approach the learning activity, predominantly using a trial-and-error approach for manipulation of affordances. They tended to not alter the way affordances were organized or presented for a user and did not explore available but partially hidden modalities and likewise, focused heavily on the specific task description. Furthermore, in the examination of knowledge transformation, learners engaged somewhat positively with belief revision and categorical shift, but not meaningfully with mental model transformation or schema creation. The model building experience did not significantly change the ways in which learners take on new information or transform their knowledge. And finally, results suggested that using an external model to learn a non-complex science concept is not necessarily appropriate for high-achieving learners, that the value of building and using a model versus just using it depends on the complexity of the concept and that complex concepts may be more suited to building a concept representation model. A set of strategies and recommendations are proposed for practitioners’ reference and application in the context of science and STEM education. Future research may be conducted to examine variations of population, complexity of concept and design of learning activity.