Using teaching strategies of model-based co-construction of pre-service elementary teachers about seasonal change
DOI:
https://doi.org/10.36681/Keywords:
Teaching strategy, Kuhn’s philosophy, pre-service elementary teachers, Model-Based Co-construction, seasonal changeAbstract
The main purpose of this study is to develop teaching strategies for “Model-Based Co-construction” to promote students’ understanding of a scientific model of seasonal change. In particular, the research method is cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J. National University of Education in South Korea. The research results show that prompting learners’ scientific model reconstruction through cognitive conflict strategies and teacher-student interaction could be a promising tool to enhance science teaching of astronomical subject matter that is resistant to conceptual change. The research implication is that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.
Downloads
References
Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archoudidou, A., Kim, S., Retznitskaya, A.. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19, 1–46.
Atwood, R.K., & Atwood, V.A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553–563.
Billet, S. (1996). Situated learning: Bridging sociocultural and cognitive theorizing. Learning and Instruction, 6(3), 263–280.
Bulgren, J.A., Desher, D.D., Schumaker, J.B., & Lenz, B.K. (2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92(3), 426–441.
Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12, 563-586.
Clement, J.J. (2008b). Six levels of organization for curriculum design and teaching. In J.J. Clement, & M. A. Rea-Ramirez (Eds.), Model based learning and instruction in science(pp.255–272). Netherlands: SpringerVerlag.
Clement, J.J. (2008c). Model based learning and instruction in science. In J.J. Clement, & M. A. Rea-Ramirez(Eds.), Model based learning and instruction in science(pp.1–9). Netherlands: SpringerVerlag.
Clement, J. & Steinberg, M. (2002). Step-wise evolution of models of electric circuits: A “learning-aloud” case study. Journal of the Learning Sciences, 11(4), 389-452.
Collins, A. and D. Gentner. (1987). “How people construct mental models”, in Holland, D. and Quinn, N. (Eds), Cultural models in language and thought, Cambridge, UK: .Cambridge University Press(pp.243-268),
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
Feigenberg, J., Lavrik, L., & Shungakov, V. (2002). Space scale: Models in the history of science and students’ mental models. Science & Education, 11, 377–392.
Hewitt, P.G., Suchlochi, J., & Heweitt, L.A. (1994). Conceptual physical science. New York: Harper Collins College Publishers.
Kuhn T.S. (1970). The Structure of Scientific Revolutions. Chicago: Chicago University Press.
Kikas, E. (1998a). Pupils’ explanations of seasonal changes: Age differences and the influence of teaching. British Journal of Educational Psychology, 68, 505–516.
Kikas, E. (1998b). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8, 439–454.
Kyung, J.B., Yun, I.H., Lee, K.H., Kim, K.Y., Wang, W.G., & Lee, K.H. (2010). Earth science Ⅱ. Seoul: Institute for Better Education.
Lee, V.R. (2010). How different variants of orbit diagrams influence student explanations of the seasons. Science Education, 94, 985–1007.
Maxwell, N. (2019). A New Task for Philosophy of Science. Meta-philosophy, 50(3). 316338.
Mulvey, B.K., Chiu, J.L., Ghosh, R. and Bell, R.L. (2016). Special education teachers' nature of science instructional experiences. Journal of Research in Science Teaching, 53, 554– 578.
Núñez-Oviedo, M.C., & Clement, J. (2008). A competition strategy and other modes for developing mental models in large group discussion. In J.J. Clement, & M.A. ReaRamirez (Eds.), Model based learning and instruction in science(pp.117–138). Netherlands: SpringerVerlag.
Posner, G., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–277.
Rea-Ramirez, M. A., Clement, J., & Nŭňez-Oviedo, M.C. (2008). An instructional model derived from model construction and criticism theory. In J.J. Clement, & M. A. ReaRamirez (Eds.), Model Based Learning and Instruction in Science(pp.23–43). Netherlands: SpringerVerlag.
Rea-Ramirez, M. A. (1999). Explanatory need. Proceedings of the National Association of Research in Science Teaching Meeting, Boston, MA
Rokhamat, J., Marzuki, Wahyudi, and Putrie, S. D. (2019). A Strategy of Scaffolding Development to Increse Students’ Problem-Solving Abilities: The Case of Physics Learning with Causalitic- Thinking Approach. Journal of Turkish Science Education, 16(4), 569-579.
Steinberg, M., & Clement, J. (2001). Evolving mental models of electric circuits. In Behrendt, H. et al, (Eds.), Research in science education-past, present, and future (pp.235-240). Dordrecht: Kluwer.
Trumper, R. (2001). A cross-age study of junior high school students’ conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111–1123.
Tsai, C.-C. (2000). Enhancing science instruction: The use of ‘conflict maps’. International Journal of Science Education, 22(3),285–302.
Tsai, C.-C., & Chang, C.-Y. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the causes of the seasons. Journal of Research in Science Teaching, 42(10), 316–1111.
Ucar, S., & Demircioglu, T. (2011). Changes in preservice teacher attitudes toward astronomy within a semester-long astronomy instruction and four-year-long teacher training programme. Journal of Science Education and Technology, 20(1), 65–73.
Vygotscky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press
Downloads
Issue
Section
Published
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
