The
reading provides a context about the idea of conceptual change. First, the
author provides some examples about how the conceptual change is used in
Science research, and then provides empirical evidence about how conceptual
change is applied in a science class. The article premise is to discover the process
through conceptual change is made.
In
order to have a conceptual change it is necessary feel some kind of problem
with the actual conceptual knowledge in order to let the conceptual change to
take place in our minds. Another important aspect of conceptual change process,
is the necessity of representation of new ideas. A conceptual change can take
place only when our mind is capable to represent and visualize new ideas or
concepts.
The
text recognizes the significance of reviewing prior ideas to make new accommodations,
replacing them for justifiable ideas that fit in our mind to connect new
information and findings with old conceptual ideas.
The
Conceptual change theory is a concept that can be easily used to do research in
STEM education in all levels. Specially in those classes when students confront
theory and practice, can be used to better understand how they confront their
understanding of theory and the application of practice in order to have a
conceptual change more related with their real context and with better
understanding of STEM classes. Some ideas for possible proposals are: How
students face conceptual change in the application of math formulas, this idea
could be applied in all educational levels but would be more significant to
understand the way middle school and high school students understand some of
the formulas they applied and the conceptual change that can represent the
application of those formulas in their real context. For this proposal I would
like to explore the conceptual change after apply algebra concepts in high
schoolers real life.
Another
proposal idea could be: How a conceptual change is made by understanding the basic
programming paradigms in the daily use of cell applications. This proposal can approximate
students to develop 21st century skills by understanding the basic
functions of their favorite application and have a conceptual change that give
them a more critical thinking when using those applications.
After
reading this week article I have some questions, clearly the article talks about
conceptual change in science field, however I wonder conceptual change theory
can be fully applied to the social sciences? Can a conceptual change be
plausible when teachers apply NGSS in their STEM classes? how?
References
Posner,
G. J., Strike, K. A., Hewson, P. W., Gertzog, W. A. (1982). Accomodation of a
scientific conception: Toward a theory of conceptual change. Science Education 66(2), 211-227.
Riley,
T. L., & Karnes, F. A. (1998). Mathematics + competitions = a winning
formula!. Gifted Child Today Magazine, 21(4),
42.
Hello Diana,
ResponderEliminarYou have made many great insights on the instructional method, in this case the conceptual change. I do agree with you that conceptual change specifically works in the STEM fields for all students. I like that you also focused on the teachers point of view, pointing out that it is teachers who are responsible to provide classroom instruction that allows students to think outside the box and understand different concepts. Your proposal idea on applying algebra concepts to high schooler students’ real life. It could be something like using algebra to solve a mystery or algebra game. Maybe you could have given an example of how you would use algebra in real life. You bring up a great concern, I do too wonder how teachers can apply NGSS in their STEM classes? I would suppose that it would be looking at the unit to be covered, the looking at the performance expectations, then finally looking at the conceptual change processes.
Diana,
ResponderEliminarI think conceptual change theory can be applied to much more than just science. As you mentioned I believe that it could be applied successfully in mathematics as well as social science. The basis of conceptual change theory is that a belief which you may have had concerning some particular concept is found to be flawed. This finding must be by the person undergoing the conceptual change. Then that person finds or exposes to a concept which repairs that flaw and then undergoes the process of assimilation ending with a new perspective or understanding about that particular concept. People sometimes change their attitudes about other people or peoples also undergo a similar process.
Diana,
ResponderEliminarI appreciate your assessment and practical suggestions for how the concept of conceptual change can be used by STEM educators at all different grade levels. Inquiry into how we can better educate students is always valuable for us.
I am a somewhat unclear on what you mean when you refer to “cell applications”. Are you referring to mobile smartphone apps? Or biological cellular function? In context I believe it’s the former rather than the later but I am not entirely sure.
In the last paragraph, you mention conceptual change being usable by students to solve real life problems. I am curious how do you expect that students will apply this concept to their lives?
-SFM
PS: Your blog's infrastructure is in Spanish so it takes me 2-3 tries to figure out which button post things. Apologies, if I end up with multiple copies of a reply.
Hola Diana,
ResponderEliminarI really like your application of the article to STEM education. This of course comes from the fact that I am a little biased towards STEM ed. and will practically ready anything that has to do with it. I do agree that it would definitely fit well with STEM education specially in the field of Mathematics, when students tend to have several misconceptions about specific concepts in mathematics. With this in mind, how do you think conceptual change can be implemented within the school curriculum? Do you think it should be a major focus for teachers to undertake as part of their lesson planning?
Saludos!