Conceptual change in students' molecular biology education: Tilting at windmills?

Journal of Educational Research

Volumn 104, Issue 1, 2011, Pages 7-18

  Franke, Gaitano ^a   Bogner, Franz X ^a  

^a UNIVERSITY OF BAYREUTH   (Germany)

Author keywords

alternative conceptions; conceptual change; gender differences; hands on lessons; molecular biology education; out of school laboratory

Indexed keywords

EID: 78649578060     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220670903431165     Document Type: Article

References (83)

1. Alparslan, C., Tekkaya, C., & Geban, O. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37, 133-137.
2. Baumert, J., & Köller, O. (2000). Unterrichtsgestaltung, verständnisvolles Lernen und multiple Zielerreichung im Mathematik-und Physikunterricht der gymnasialen Oberstufe [Teaching strategies, meaningful learning, and multiple modes of achieving aims in math and physics education within K-12 education at highest stratification level]. In J. Baumert, W. Bos, & R. Lehmann (Eds.), TIMSS/III Dritte internationale Mathematik-und Naturwissenschaftsstudie-Mathematische und naturwissenschaftliche Bildung am Ende der Schullaufbahn, Bd. 2: Mathematische und physikalische Kompetenzen am Ende der gymnasialen Oberstufe (pp. 271-315). Opladen, Germany: Leske + Buderich.
3. Bloom, P., & Weisberg, D. S. (2007). Childhood origins of adult resistance to science. Science, 316, 996-997.
4. Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspectives. Journal of Environmental Education, 29, 17-29.
5. Brown, D. E., & Clement, J. (1989). Overcoming misconceptions by analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18, 237-261.
6. Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
7. Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice-Hall.
8. Bryce, T., & MacMillan, K. (2005). Encouraging conceptual change: The use of bridging analogies in the teaching of action-reaction forces and the "at rest" conditions in physics. International Journal of Science Education, 27, 737-763.
9. Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning? Cognition and Instruction, 22, 61-79.
10. Caravita, S., & Halldén, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111.
11. Chambers, S. K., & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107-123.
12. Champagne, A. B., Gunstone, R. F., & Klopfer, L. E. (1985). Effecting changes in cognitive structures among physics students. In L. West & A. Pines (Eds.), Cognitive structure and conceptual change (pp. 61-90). Orlando, FL: Academic Press.
13. Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.
14. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery science. In R. N. Giere (Ed.), Cognitive models of science: Minnesota studies in the Philosophy of Science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
15. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
16. Chiu, M.-H., Chou, C.-C., & Liu, C.-J. (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39, 688-712.
17. Clark, D. B., & Linn, M. C. (2003). Scaffolding knowledge integration through curricular depth. Journal of Learning Sciences, 12, 451-494.
18. Clement, J. (1993). Using bridging analogies and anchoring institutions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
19. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction (pp. 453-494). Hillsdale, NJ: Erlbaum.
20. Cosgrove, M., & Osborne, R. (1985). Lesson frameworks for changing children's ideas. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp. 101-111). Auckland, New Zealand: Heinemann.
21. Dogru-Atay, P., & Tekkaya, C. (2008). Promoting students' learning in genetics with the learning cycle. The Journal of Experimental Education, 76, 259-280.
22. Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
23. Driver, R. (1989). Changing conceptions. In P. Adey, J. Bliss, J. Head, & M. Shayer (Eds.), Adolescent development and school science (pp. 79-104). New York, NY: Falmer Press.
24. Driver, R., & Oldham, V. (1985). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
25. Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Amsterdam, The Netherlands: Pergamon.
26. Duit, R. (2009). Bibliography STCSE: Students' and teachers' conceptions and science education. Kiel, Germany: IPN. Retrieved from http://www.ipn. uni-kiel.de/aktuell/stcse/stcse.html
27. Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671-688.
28. Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change: theory and practice. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 629-646). New York, NY: Routledge.
29. Duncan, R. G., & Reiser, B. J. (2007). Reasoning across ontologically distinct levels: Students' understandings of molecular genetics. Journal of Research in Science Teaching, 44, 938-959.
30. Dunn, J., & Boud, D. (1986). Sequencing and organization. In D. Boud, J. Dunn, & E. Hegarty-Hazel (Eds.), Teaching in laboratories (pp. 57-78). Exeter, UK: NFER-Nelson.
31. Engeln, K., & Euler, M. (2004). Forschen statt Pauken. Aktives Lernen im Schülerlabor [Researching instead of cramming. Active learning in an out-of-school laboratory]. Physik Journal, 3, 45-48.
32. Euler, M. (2001). Lernen durch Experimentieren [Learning by experimentation]. In U. Ringelband, M. Prenzel, & M. Euler (Eds.), Lernort Labor-Initiativen zur naturwissenschaftlichen Bildung zwischen Schule, Forschung u. Wirtschaft (pp. 13-42). Kiel, Germany: IPN.
33. Finn, C. E. (1988). What ails education research? Educational Researcher, 17, 5-8.
34. Franke, G., & Bogner, F. X. (2010). Hands-on gene technology: How does a confrontation with alternative conceptions influence pupils' situational emotions and their learning achievement? Manuscript submitted for publication.
35. Franke, G., Scharfenberg, F.-J., & Bogner, F. X. (2010). Investigation of pupils' alternative conceptions of fundamental terms and processes of gene technology. Manuscript submitted for publication.
36. Guzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116-159.
37. Hargreaves, D. (1996). Teaching as a research-based profession: Possibilities and prospects. London, UK: Teacher Training Agency.
38. Harlen, W. (1999). Effective teaching of science: A review of research. Edinburgh, UK: The Scottish Council for Research in Education.
39. Hillebrandt, D., & Dähnhardt, D. (2005). Forschend lernen-Schülerlabore in Deutschland [Learning by research-Out-of-school laboratories in Germany]. TheoPrax, 1, 20-23.
40. Jensen, M. S., & Finley F. N. (1995). Teaching evolution using historical arguments in a conceptual change strategy. Science Education, 79, 147-166.
41. Kalman, C. S., Morris, S., Cottin, C., & Gordon, R. (1999). Promoting conceptual change using collaborative groups in quantitative gateway courses. American Journal of Physics: Physics Educational Research Supplement, 67, 45-51.
42. Kang, S., Scharmann, L. C., & Noh, T. (2004). Reexamining the role of cognitive conflict in science concept learning. Research in Science Education, 34, 71-96.
43. Kattmann, U., Duit, R., & Gropengießer, H. (1998). Educational Reconstruction-Bringing together issues of scientific clarification and students' conceptions. In H. Bayrhuber & F. Brinkman (Eds.), What-Why-How? Research in Didaktik of Biology (pp. 253-262). Kiel, Germany: IPN.
44. Kuhn, D. (2007). How to produce a high-achieving child. Phi Delta Kappan, 88, 757-763.
45. Lawson, A. E., Abraham, M. R., & Renner, J. W. (1989). A Theory of instruction: Using the learning cycle to teach science concepts and thinking skills. Reston, VA: National Association for Research in Science Teaching.
46. Leach, J. T., & Scott, P. H. (2008). Teaching for conceptual understanding: An approach drawing on individual and sociocultural perspectives. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 647-675). New York, NY: Routledge.
47. Lienert, G., & Raatz, U. (1998). Testaufbau und Testanalyse [Test construction and test analysis]. Weinheim, Germany: Psychologie Verlags Union.
48. Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357-380.
49. Limón, M., & Carretero, M. (1999). Conflicting data and conceptual change in history experts. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 137-159). Amsterdam, The Netherlands: Pergamon.
50. Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B. J. Fraser & K. J. Tobin (Eds.), International Handbook of Science Education (pp. 249-262). Dordrecht, The Netherlands: Kluver Academic.
51. Mason, L. (2001). Responses to anomalous data and theory change. Learning and Instruction, 11, 453-483.
52. Maxton-Küchenmeister, J. (2003). Genlabor & Schule-eine Übersicht über Experimentierangebote zur Vermittlung von Gen-und Biotechnologie an Schulen [Gene technology lab & school-An overview about experimental offers for the mediation of gene technology and biotechnology at schools]. BIOspectrum, 4, 382-385.
53. Mbajiorgu, N. M., Ezechi, N. G., & Idoko, E. C. (2007). Addressing nonscientific presuppositions in genetics using a conceptual change strategy. Science Education, 91, 419-438.
54. Morrison, J. A., & Lederman, N. G. (2003). Science teachers' diagnosis and understanding of students' preconceptions. Science Education, 87, 849-867.
55. Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 305-324). New York, NY: Erlbaum.
56. Novak, J. D., & Govin, D. B. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
57. Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: toward a principled teaching strategy. Instructional Science, 11, 183-200.
58. Oser, F., & Baeriswyl, F. (2001). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (pp. 1031-1065). Washington, DC: American Educational Research Association.
59. Palmer, D. H. (1999). Exploring the link between students' scientific and nonscientific conceptions. Science Education, 83, 639-653.
60. Pearsall, N. R., Skipper, J., & Mintzes, J. (1997). Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Science Education, 81, 193-215. (Pubitemid 127361883)
61. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
62. 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, 211-227.
63. Pozo, J. I., Gomez, M. A., & Sanz, A. (1999). When change does not mean replacement: Different representations for different contexts. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 161-174). Amsterdam, The Netherlands: Pergamon.
64. Säljö, R. (1999). Concepts, cognition and discourse. From mental structures to discursive tools. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 81-90). Amsterdam, The Netherlands: Pergamon.
65. Scharfenberg, F.-J., Bogner, F. X., & Klautke, S. (2007). Learning in a gene technology lab with educational focus: Results of a teaching unit with authentic experiments. Biochemistry and Molecular Biology Education, 35, 28-39.
66. Scott, P., Asoko, H., & Driver, R. (1991). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 310-329). Kiel, Germany: University of Kiel.
67. Spada, H. (1994). Conceptual change or multiple representations? Learning and Instruction, 4, 113-116.
68. Strike, K., & Posner, G. (1985). A conceptual change view of learning and understanding. In L. H. T. Pines & A. L. West (Eds.), Cognitive structures and conceptual change (pp. 211-232). Orlando, FL: Academic Press.
69. Tanner, K., & Allen, D. (2005). Approaches to biology teaching and learning: Understanding the wrong answers-Teaching toward conceptual change. Cell Biology Education, 4, 112-117.
70. Tesch, M., & Duit, R. (2004). Experimentieren im Physikunterricht- Ergebnisse einer Videostudie [Experimentation in physics-Results of a video study]. Zeitschrift für Didaktik der Naturwissenschaften, 10, 51-69.
71. Tyson, L. M., Venville, G. J., Harrison, A. G., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.
72. Treagust, D. F (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10, 159-169.
73. Treagust, D. F. & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328.
74. Tsui, C.-Y., & Treagust, D. F. (2004). Conceptual change in learning genetics: an ontological perspective. Research in Science & Technological Education, 22, 185-202.
75. Tsui, C.-Y., & Treagust, D. F. (2007). Understanding genetics: Analysis of secondary students' conceptual status. Journal of Research in Science Teaching, 44, 205-235.
76. Venville, G. J., & Treagust, D. F. (1998). Exploring conceptual change in genetics using a multidimensional interpretative framework. Journal of Research in Science Teaching, 35, 1031-1055.
77. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 3-13). Amsterdam, The Netherlands: Pergamon.
78. Vosniadou, S., & Brewer, W. F. (1999). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
79. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
80. Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning: A project of the National Science Teachers Association (pp. 177-210). New York, NY: Macmillan.
81. Weinert, F. E., Schrader, F.-W., & Helmke, A. (1989). Quality of instruction and achievement outcomes. International Journal of Educational Research, 13, 895-914.
82. Yilmaz, S., Eryilmaz, A., & Geban, O. (2006). Assessing the impact of bridging analogies in mechanics. School Science and Mathematics, 106, 220-230.
83. Zembylas, M. (2005). Three perspectives on linking the cognitive and the emotional in science learning: Conceptual change, socioconstructivism and poststructuralism. Studies in Science Education, 41, 91-116.