Course assignment – Reflection 2

The authors present to us a theory in a manner that includes the conceptual change description and a study that explores the conceptual change of physics students. The models used in the article portray a physics lesson that concludes what manner students use their existing concepts to sort out new information; this is known as assimilation. When students’ concepts are inadequate they must restructure the central concepts through accommodation. Based on the data that was provided, the physics students work on a complex lesson that reveals dissatisfaction and gradual conceptual change. We learn that in order for students to change their central concepts the following four conditions of scientific conceptual change are necessary (Posner et al., 1982):

1.     There must be dissatisfaction with existing conceptions.

2.     A new conception must be intelligible.

3.     A new conception must appear initially plausible.

4.     A new concept should suggest the possibility of a fruitful research program.

Dissatisfaction with existing concepts are conditions that scientists or students at first are not making changes in their concepts because they do not believe they will work, then understanding new terms for what they are really saying rather than just knowing words. Students have their own judgments, metacognition, and empirical beliefs that are significant to what they find plausible therefore forming their conceptual change. Once students are aware of the new concept, or referred to as successful accommodation, they can go forth and expand their views throughout their lives. The conceptual change theory is aimed to provide a rich bases for all students to continue to grow each new school year. Teachers play a role in applying teaching strategies that create cognitive conflicts in students such as lectures, demonstrations, problems, and labs to raise anomalies (something they can’t comprehend) [Posner et al., 1982]. Teachers are to design an instruction diagnoses errors in student thinking and further help students make sense of the science content by helping students translate from mode of representation to another (Clement, 1977). It is imperative that teaching and learning goes hand in hand.

My concern for the reading is about those students whom do not have prior knowledge on a given topic, would that throw off the process of conceptual change? There would be no dissatisfaction with an existing concept other than simply being perplexed, amused, or accepting and it being plausible. Therefore in a situation like that, prior knowledge would not be added, it would just be filling the gap in their existing knowledge? Additionally, when one student thinks different than the other, one of the two students must have to give up or reject the learning objective from a science core concept?

A possible proposal idea can be about science literacy (science vocabulary) and the process for conceptual change to take place. Taking a further look into how the conceptual change will affect these students achievement in the science classrooms. Also, how their previous literacy affects their success by overcoming the four conditions necessary for change discussed above. Science students can read their textbooks but they may not understand all of the science words. 

Clement, J. J. (1977). Some types of knowledge used in understanding physics. University of Massachusetts, Department of Physics and Astronomy.

Posner, G. J., Strike, K. A., Hewson, P. W. and Gertzog, W. A. (1982), Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66: 211–227.